"I Have To Be On Their Side": A Pedagogy of Kindness (original) (raw)

Abstract

The contemporary expectation for visual arts teachers to meet the needs of all learners was explored in this 2011 case study conducted in a secondary visual arts classroom. Exploring ways that care for students manifested, specifically through a pedagogy of kindness, in a classroom designed to meet the needs of students experiencing attention-deficit/hyperactivity disorder (ADHA) and/or autism is revisited and contextualized in our post-COVID reality, where care in education is a central concern. The authors outline how one visual arts educator developed a pedagogy of kindness resulting in the need for specific teacher dispositions. Teacher-student relationships are also discussed within the creating and responding to art with a pedagogy of kindness, kind approaches to promoting positive classroom behaviors, and affirmation of individual and collective identities. Additionally, recommendations for enacting and internalizing a pedagogy of kindness as an art educator are suggested.

DOI

10.5703/1288284317776

Keywords

care, kindness, pedagogy of kindness

Hoeptner Poling, Linda and Dorff, Juliann B. (2024) ""I Have To Be On Their Side": A Pedagogy of Kindness,"Journal of the Arts and Special Education: Vol. 4 : Iss. 1, Article 6.
DOI: 10.5703/1288284317776
Available at: https://docs.lib.purdue.edu/jase/vol4/iss1/6

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