Art Education Commons^™

Stigma, Confinement, And Silence : On The Precarious Life And Death Of John Derby, Kevin Tavin, Mira Kallio-Tavin

Journal of Social Theory in Art Education

In this commentary, we take seriously the question of what does it mean to be in a precarious position and a precarious subject within educational institutions. Structured around three concepts, Stigma, Confinement, andSilence we discuss the life and death of art education scholar and colleague, John Derby. We attempt to address how John’s scholarship helped other researchers in art education orientate themselves and take a critical stance based on disability studies.

Cissexism And Precarity Perform Trans Subjectivities, Kevin Jenkins

Journal of Social Theory in Art Education

Precarity is not experienced by all. Rather, as Judith Butler (2009) notes, it is the extreme state of precariousness—a heightened exposure to institutional and social violence imposed on marginalized populations such as people of color, non-white immigrants, people of non-Christian faiths, and LGBTQ+ people. Nor does precarity impact the people in these groups evenly.

The three digital artworks in this series highlight some of the ways in which trans people navigate precarity and are performed by it. The lifetime suicide attempt rate for trans and gender non-conforming people averages at 41% with the highest rate at 46% reported by trans …

Independence As An Ableist Fiction In Art Education, Claire L. Penketh

Journal of Social Theory in Art Education

Achieving independence appears to be a significant concern for education. This is particularly evident in discourses pertaining to art education in England where the aspiration to become independent appears to be synonymous with successful learning. Drawing on disability studies, and more specifically crip theory, this paper offers a Critical crip Discourse Analysis of documents reporting on the quality of art education in England. Here the independent learner emerges as a desirable norm and pupils with special educational needs are made visible through their apparent dependency. As a consequence of this emphasis on independence, dependency is framed as exceptional, undesirable, burdensome …

Test Anxiety, Jennifer K. Combe

Journal of Social Theory in Art Education

No abstract provided.