Race and 'Disability Passing' in a Chicago Public School Art Classroom.
Race, history and visibility have a great deal to do with how disability operated socially and educationally in the Chicago public high school art classroom where I taught for ten years. I am severely near‐sighted, and I am also white, educated and often, but not consistently, able to pass for non‐d...
| Publicado en: | International Journal of Art & Design Education Vol. 38; no. 4; pp. 867 - 878 |
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| Formato: | Artículo |
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Wiley-Blackwell
Nov2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=139862820&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 139862820 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Nov2019 vid: 38 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 139862820 10.1111/jade.12275 ppf: 867 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P size: 115KB tig: atl: Race and 'Disability Passing' in a Chicago Public School Art Classroom. aug: au: Stabler, Albert su: Art education Public schools Critical race theory Disability studies Special education Secondary education Chicago (Ill.) sug: subj: Chicago (Ill.) Art education Public schools Critical race theory Disability studies Special education Secondary education keyword: art education critical disability studies critical race theory race and special education teacher autobiography urban public schools ab: Race, history and visibility have a great deal to do with how disability operated socially and educationally in the Chicago public high school art classroom where I taught for ten years. I am severely near‐sighted, and I am also white, educated and often, but not consistently, able to pass for non‐disabled. A large number of my students were identified as having learning, emotional and behavioural disabilities, diagnoses which were certainly conditioned by the institution, but diagnoses which perhaps also underrepresented the amount of socially and historically occasioned impairment or debility that existed in the low‐income majority‐Black community served by my school. In this article I reflect on the overlapping social performances that occurred in terms of 'disability passing', a state that can characterise both hidden and exaggerated or invented impairments. My reflections examine my own individual experience in contrast to the long‐term experience of the African diaspora in and beyond the USA, in order to think about other ways to parse the complex factors determining how disability plays out in educational environments. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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