Journal of Literary & Cultural Disability Studies

Mate, You’re Crippin’ Us Out

Biopolitics of the Arts Curriculum in Australia and the Swinging Identities of Dis/abilities

Journal of Literary & Cultural Disability Studies (2019), 13, (3), 345–360.

Abstract

The article explores arts curriculum in Australia as developed in the contexts of schooling, community organizations, and higher education for people with disabilities and mental health concerns. Motivated to explore whether or not students provided access to modified arts curriculum are engaging in education or receiving therapy, the aim is to address a dichotomy that is seemingly present in educational institutions, but extends well beyond the school gate and informs organizational responses to arts in the lives of people with disabilities. Resourced with the theoretical contributions of dis/ability studies for its concern for the biopolitics of disability, the authors weave personal experiences through the discussion of participation in arts throughout their lives. The article concludes with a theoretical discussion of how arts provision in the Australian context might develop the social and political value of art in the lives of people with dis/abilities and for all, on the basis that its educative value is emphasized over its therapeutic one.

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Works Cited

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Mitchell, David T., Sharon L. Snyder, and Linda Ware. “‘[Every] Child Left Behind’ Curricular Cripistemologies and the Crip/Queer Art of Failure.” Journal of Literary & Cultural Disability Studies 8.3 (2014): 295–313. Print. Google Scholar

Penketh, Claire. “‘Children See before They Speak’: An Exploration of Ableism in Art Education.” Disability and Society 2.1 (2017): 110–27. Print. Google Scholar

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Williams, Lance and Jacob H. Carruthers. “Hip-Hop as a Site of Public Pedagogy.” Handbook of Public Pedagogy: Education and Learning Beyond Schooling. Ed. Jennifer A. Sandlin, Brian D. Schultz, and Jake Burdick. Abingdon: Routledge, 2010. 221–32. Print. Google Scholar

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Australian Curriculum, Assessment and Reporting Authority (ACARA). Shape of the Australian Curriculum The Arts. Web. 10 Jul. 2019. Google Scholar

Bolt, David. “Social Encounters, Cultural Representation and Critical Avoidance.” Routledge Handbook of Disability Studies. Ed. Nick Watson, Alan Roulstone, and Carol Thomas. Abingdon: Routledge, 2012. 287–97. Print. Google Scholar

Braidotti, Rosi. The Posthuman. London: Polity, 2013. Print. Google Scholar

Davis, Lennard J. Enforcing Normalcy: Disability, Deafness, and the Body. London: Verso, 1995. Print. Google Scholar

Dewey, John. Art as Experience. New York: Perigee Books, 1934. Print. Google Scholar

Eccleston, Kathryn and Daniel Goodley. Political and Educational Springboard or Straitjacket? Theorising Post/Human Subjects in an Age of Vulnerability.” Discourse: Studies in the Cultural Politics of Educaiton 37.2 (2016): 175–88. Print. Google Scholar

Foucault, Michel. “The Subject and Power.” Critical Inquiry 8.4 (1982): 777–95. Print. Google Scholar

Goodley, Daniel and Katherine Runswick-Cole. “Becoming Dishuman: Thinking About the Human through Dis/Ability.” Discourse: Studies in the Cultural Politics of Education 37.1 (2016): 1–15. Print. Google Scholar

Grumet, Madeline R. “Restitution and Reconstruction of Educational Experience: An Autobiographical Method for Curriculum Theory.” Rethinking Curriculum Studies: A Radical Approach. Ed. Martin Lawn and Len Barton. London: Croom Helm, 1981. 115–30. Print. Google Scholar

Jones, Elizabeth. “Frida Kahlo and Pendular Disability Identity: A Textual Examination of El Diario De Frida Kahlo.” Disability and the Global South 5.1 (2018): 1234–51. Print. Google Scholar

Langer, E. J. The Power of Mindful Learning. Reading, MA: Addison-Wesley, 1997. Print. Google Scholar

MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs). National Education and the Arts Statement. Australia: Cultural Ministers Council and Ministerial Council for Education, Employment, Training and Youth Affairs, 2007. Print. Google Scholar

McRuer, Robert. Crip Theory: Cultural Signs of Queerness and Disability. New York: New York P, 2006. Print. Google Scholar

Mitchell, David T. and Sharon L. Snyder. The Biopolitics of Disability. Ann Arbor: U of Michigan P, 2015. Print. Google Scholar

Mitchell, David T., Sharon L. Snyder, and Linda Ware. “‘[Every] Child Left Behind’ Curricular Cripistemologies and the Crip/Queer Art of Failure.” Journal of Literary & Cultural Disability Studies 8.3 (2014): 295–313. Print. Google Scholar

Penketh, Claire. “‘Children See before They Speak’: An Exploration of Ableism in Art Education.” Disability and Society 2.1 (2017): 110–27. Print. Google Scholar

Raphael, Jo and Mary Ann Hunter. “The Arts and Teaching for Diversity.” Education in the Arts. Ed. Christine Sinclair, Neryl Jeanneret, John O’Toole, and Mary Ann Hunter. Oxford: Oxford UP, 2017. 251–66. Print. Google Scholar

Tremain, Shelley Lynn, ed. Foucault and the Government of Disability. Ann Arbor: U of Michigan P, 2015. Print. Google Scholar

Ware, Linda. “Worlds Remade: Inclusion Through Engagement with Disability Art.” International Journal of Inclusive Education 12.5–6 (2008): 563–83. Print. Google Scholar

Williams, Lance and Jacob H. Carruthers. “Hip-Hop as a Site of Public Pedagogy.” Handbook of Public Pedagogy: Education and Learning Beyond Schooling. Ed. Jennifer A. Sandlin, Brian D. Schultz, and Jake Burdick. Abingdon: Routledge, 2010. 221–32. Print. Google Scholar

Yoshida, Karen K. “Reshaping of Self: A Pendular Reconstruction of Self and Identity among Adults with Traumatic Spinal Cord Injury.” Sociology of Health and Illness 15.2 (1993): 217–45. Print. Google Scholar

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