Claire Penketh | Liverpool Hope University (original) (raw)
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Papers by Claire Penketh
Routledge eBooks, Jun 20, 2023
Routledge eBooks, Jun 20, 2023
International Journal of Art and Design Education, May 1, 2023
Research in Arts and Education, Dec 30, 2022
In the chapter we explore the relatively recent emergence of ‘special educational needs’ as a fie... more In the chapter we explore the relatively recent emergence of ‘special educational needs’ as a field of study in higher education, and examine it as a site for what has been termed critical avoidance (Bolt, 2012). Building on the work of Moore and Slee (2012), we chart the development of ‘special education’ as a discourse that dominates the study of disability and education in higher education in the United Kingdom, and question whether the failure to engage with critical disability theory, via disability studies, equates to critical avoidance. Our concern is that this avoidance constitutes a diminution of criticality for students whose ‘successful’ education is dependent on developing critical capacities. We contend that critical avoidance in this context is evidenced in the pursuit of academic achievement that fails to recognise the social responsibility implied by a university education. However, we go further to argue that a curriculum that actively critiques the foundations of ‘special’ education as both discriminatory and as a site for social justice offers the potential for enhancing criticality.
A review of the the book Disability, Avoidance and the Academy.
Research in Post-compulsory Education, Oct 1, 2008
SensePublishers eBooks, 2011
Journal of Literary and Cultural Disability Studies, Feb 1, 2022
The future of art education is shaped by its past, yet the history of art education in special or... more The future of art education is shaped by its past, yet the history of art education in special or segregated schools is largely absent from authorized histories of the subject. Previous historical accounts of educational policy and practice establish art and disability as parallel concerns. However, the emergence of educational institutions to promote the visual arts and the contemporaneous establishment of segregated education for disabled children and young people indicate the significance of capitalist industrialization on the production of both. Beginning in the mid-nineteenth century, the article examines parallel histories and the futurity they imagine via an exploration of two key texts: Arthur Efland’s A History of Art Education (1990) and Michael Royden’s history of the Royal School for the Blind in Liverpool, Pioneers and Perseverence (1991). An increased emphasis on observation and drawing as a means of enhancing quality in British design prescribed an ocularnormative future for art education at this time while education at the Royal School for the Blind shifted its emphasis from technical, craft, and arts-based training to a literacy-based education. The article discusses the relevance of these parallel concerns and the apparent inevitability of an ocularnormative future for art education.
International Journal of Research & Method in Education, Jul 1, 2011
Journal of Education Policy, Nov 18, 2015
Education policy proposals by the UK Coalition government appeared to be based on a process of co... more Education policy proposals by the UK Coalition government appeared to be based on a process of consultation, participation and representation. However, policy formation seems to prioritise and confirm particular ways of knowing and being in the world. This paper recognises the ontological and epistemological invalidation at work in education policy by examining the shared context for policy formation in Special Educational Needs (SEN/D) and art and design education. There is value in recognising plurality, acknowledging the ways in which apparently singular policies relating to special education are understood through subject or disciplinary perspectives. The neoliberal aim to foster an economically productive 'subject' is evident in policy formation relating to art and design education as well as SEN/D. Both subjects, the disabled child and art and design education, are defined as excessive and are excluded where they do not conform to particular notions of productivity. The paper
SensePublishers eBooks, 2011
The tradition of drawing from observation, and its pedagogic role in secondary art and design edu... more The tradition of drawing from observation, and its pedagogic role in secondary art and design education in the UK, forms the focus for this exploration of the experiences of a number of individuals identified as ‘dyspraxic’. My interest began with an initial uncertainty regarding the application of particular approaches to teaching observational drawing based on the work of Betty Edwards’ book Drawing on the Right Side of the Brain (Edwards, 1982:3).
SensePublishers eBooks, 2011
The dissertation not only represents the most sustained engagement an undergraduate student will ... more The dissertation not only represents the most sustained engagement an undergraduate student will have with writing, but it is usually the focus of a research project. It therefore 30 offers the potential for the development of specific graduate attributes and skills. In particular, the dissertation is often promoted as a means of advancing autonomous learning. As such, it is said to offer the potential for students to move along a continuum from dependence to independence. The approach adopted for this study stemmed from a desire to develop the practice of the two authors by giving voice to the student’s experience of undertaking a dissertation. Ten students who had recently completed their undergraduate dissertation were interviewed for the first (pilot) stage of what is envisaged to be an on-going piece of action research. In order to promote discussion and obtain rich narratives an ‘interview guide’ rather than a structured questionnaire was used. The interviews took between half-an-hour and an hour (with most taking an hour). They were recorded, transcribed and analysed using matrices and cognitive mapping. The interviews focused on how the students chose their dissertation topic; the factors influencing when they started work on their dissertations; and the nature of the student’s relationship with their dissertation tutor. The extent to which students demonstrated a willingness to exert control, or take charge of their own learning, during the dissertation process depended upon a complex set of factors determining their ‘competency values’ - i.e. what students believed was the most effective way (in terms of meeting their objectives) to go about researching and writing-up their dissertation. The small sample size adopted for this study means that further research into the factors influencing the way students research and write-up their dissertations needs to be carried out. This research does, nevertheless, suggest that rather than trying to direct or persuade students to adopt particular approaches, it would be more useful for tutors to enter into a dialogue with their students about the values underpinning their perspectives on how the dissertation should be tackled. Given a better understanding of each others values it is envisaged that the tutor and the student would be in a better position to negotiate an approach to researching and writing-up the dissertation. It is planned to put these ideas into practice and to evaluate them using action research.
Routledge eBooks, Dec 17, 2019
The Disability Arts movement in the UK has a long history of community-based collaborative arts p... more The Disability Arts movement in the UK has a long history of community-based collaborative arts practice (Cameron 2009). It is activist in nature, aiming to challenge and change social attitudes towards disability with and through arts practice. Disability arts are political in contesting individual and tragedy-based models of disability, promoting a greater understanding through and with arts and culture, informing our understanding of what disability, arts, and culture can be. Group identity and activism are central to a range of arts practice that offer direct forms of action in promoting disability as a positive identity (Cameron 2007; Taylor 2006). The disability arts movement in England is well established and confident in continuing to question its own role and purpose in advancing arts and culture. A significant part of recent developments in the international field of disability arts, concerns initiatives to advance the participation and practice of disabled young people as the next generation of artists. This chapter explores the aims of DaDaFest, an internationally recognised disability and D/deaf arts organisation based in Liverpool, England to champion the development of disabled young artists through a music initiative, Ensemble, which promotes collaborative learning between young people and professional adult musicians. The chapter starts from the premise that such collaborations offer positive conditions for the development of arts practice. However, it is acknowledged here that moral questions can emerge when diverse groups, which include disabled young people and disabled and non-disabled adult musicians, come together. The chapter draws specifically on the moral philosophy of Judith Butler (2005, 2012) as a framework for exploring the ethics and politics of collaboration for Ensemble. Although centered on a music initiative, the chapter offers insights into collaboration that extend to the wider domain of disability arts.
A Clumsy Encounter, 2011
This chapter provides a theoretical context, acknowledging the increasing emphasis on ‘inclusive’... more This chapter provides a theoretical context, acknowledging the increasing emphasis on ‘inclusive’ education, with ‘participation’ (Barton, 1997) as an underpinning concept. This has significance here since it provides a structure for developing an argument that there are pupils who are culturally excluded by particular concepts of participation. Here this is explored via drawing from observation, a skill by which particular abilities in art might be defined, since this highly individualised technology is used to assess pupil performance against culturally defined norms relating to both representation and participation.
10 9th CLTR Learning & Teaching Research Conference Wednesday 2nd June 2010Ormskirk Camp... more 10 9th CLTR Learning & Teaching Research Conference Wednesday 2nd June 2010Ormskirk Campus, Edge Hill University Can Turnitin and the regulatory discourse of plagiarism detection operate as a change artifact for writing development? Chris Beaumont and Claire ...
Routledge eBooks, Jun 20, 2023
Routledge eBooks, Jun 20, 2023
International Journal of Art and Design Education, May 1, 2023
Research in Arts and Education, Dec 30, 2022
In the chapter we explore the relatively recent emergence of ‘special educational needs’ as a fie... more In the chapter we explore the relatively recent emergence of ‘special educational needs’ as a field of study in higher education, and examine it as a site for what has been termed critical avoidance (Bolt, 2012). Building on the work of Moore and Slee (2012), we chart the development of ‘special education’ as a discourse that dominates the study of disability and education in higher education in the United Kingdom, and question whether the failure to engage with critical disability theory, via disability studies, equates to critical avoidance. Our concern is that this avoidance constitutes a diminution of criticality for students whose ‘successful’ education is dependent on developing critical capacities. We contend that critical avoidance in this context is evidenced in the pursuit of academic achievement that fails to recognise the social responsibility implied by a university education. However, we go further to argue that a curriculum that actively critiques the foundations of ‘special’ education as both discriminatory and as a site for social justice offers the potential for enhancing criticality.
A review of the the book Disability, Avoidance and the Academy.
Research in Post-compulsory Education, Oct 1, 2008
SensePublishers eBooks, 2011
Journal of Literary and Cultural Disability Studies, Feb 1, 2022
The future of art education is shaped by its past, yet the history of art education in special or... more The future of art education is shaped by its past, yet the history of art education in special or segregated schools is largely absent from authorized histories of the subject. Previous historical accounts of educational policy and practice establish art and disability as parallel concerns. However, the emergence of educational institutions to promote the visual arts and the contemporaneous establishment of segregated education for disabled children and young people indicate the significance of capitalist industrialization on the production of both. Beginning in the mid-nineteenth century, the article examines parallel histories and the futurity they imagine via an exploration of two key texts: Arthur Efland’s A History of Art Education (1990) and Michael Royden’s history of the Royal School for the Blind in Liverpool, Pioneers and Perseverence (1991). An increased emphasis on observation and drawing as a means of enhancing quality in British design prescribed an ocularnormative future for art education at this time while education at the Royal School for the Blind shifted its emphasis from technical, craft, and arts-based training to a literacy-based education. The article discusses the relevance of these parallel concerns and the apparent inevitability of an ocularnormative future for art education.
International Journal of Research & Method in Education, Jul 1, 2011
Journal of Education Policy, Nov 18, 2015
Education policy proposals by the UK Coalition government appeared to be based on a process of co... more Education policy proposals by the UK Coalition government appeared to be based on a process of consultation, participation and representation. However, policy formation seems to prioritise and confirm particular ways of knowing and being in the world. This paper recognises the ontological and epistemological invalidation at work in education policy by examining the shared context for policy formation in Special Educational Needs (SEN/D) and art and design education. There is value in recognising plurality, acknowledging the ways in which apparently singular policies relating to special education are understood through subject or disciplinary perspectives. The neoliberal aim to foster an economically productive 'subject' is evident in policy formation relating to art and design education as well as SEN/D. Both subjects, the disabled child and art and design education, are defined as excessive and are excluded where they do not conform to particular notions of productivity. The paper
SensePublishers eBooks, 2011
The tradition of drawing from observation, and its pedagogic role in secondary art and design edu... more The tradition of drawing from observation, and its pedagogic role in secondary art and design education in the UK, forms the focus for this exploration of the experiences of a number of individuals identified as ‘dyspraxic’. My interest began with an initial uncertainty regarding the application of particular approaches to teaching observational drawing based on the work of Betty Edwards’ book Drawing on the Right Side of the Brain (Edwards, 1982:3).
SensePublishers eBooks, 2011
The dissertation not only represents the most sustained engagement an undergraduate student will ... more The dissertation not only represents the most sustained engagement an undergraduate student will have with writing, but it is usually the focus of a research project. It therefore 30 offers the potential for the development of specific graduate attributes and skills. In particular, the dissertation is often promoted as a means of advancing autonomous learning. As such, it is said to offer the potential for students to move along a continuum from dependence to independence. The approach adopted for this study stemmed from a desire to develop the practice of the two authors by giving voice to the student’s experience of undertaking a dissertation. Ten students who had recently completed their undergraduate dissertation were interviewed for the first (pilot) stage of what is envisaged to be an on-going piece of action research. In order to promote discussion and obtain rich narratives an ‘interview guide’ rather than a structured questionnaire was used. The interviews took between half-an-hour and an hour (with most taking an hour). They were recorded, transcribed and analysed using matrices and cognitive mapping. The interviews focused on how the students chose their dissertation topic; the factors influencing when they started work on their dissertations; and the nature of the student’s relationship with their dissertation tutor. The extent to which students demonstrated a willingness to exert control, or take charge of their own learning, during the dissertation process depended upon a complex set of factors determining their ‘competency values’ - i.e. what students believed was the most effective way (in terms of meeting their objectives) to go about researching and writing-up their dissertation. The small sample size adopted for this study means that further research into the factors influencing the way students research and write-up their dissertations needs to be carried out. This research does, nevertheless, suggest that rather than trying to direct or persuade students to adopt particular approaches, it would be more useful for tutors to enter into a dialogue with their students about the values underpinning their perspectives on how the dissertation should be tackled. Given a better understanding of each others values it is envisaged that the tutor and the student would be in a better position to negotiate an approach to researching and writing-up the dissertation. It is planned to put these ideas into practice and to evaluate them using action research.
Routledge eBooks, Dec 17, 2019
The Disability Arts movement in the UK has a long history of community-based collaborative arts p... more The Disability Arts movement in the UK has a long history of community-based collaborative arts practice (Cameron 2009). It is activist in nature, aiming to challenge and change social attitudes towards disability with and through arts practice. Disability arts are political in contesting individual and tragedy-based models of disability, promoting a greater understanding through and with arts and culture, informing our understanding of what disability, arts, and culture can be. Group identity and activism are central to a range of arts practice that offer direct forms of action in promoting disability as a positive identity (Cameron 2007; Taylor 2006). The disability arts movement in England is well established and confident in continuing to question its own role and purpose in advancing arts and culture. A significant part of recent developments in the international field of disability arts, concerns initiatives to advance the participation and practice of disabled young people as the next generation of artists. This chapter explores the aims of DaDaFest, an internationally recognised disability and D/deaf arts organisation based in Liverpool, England to champion the development of disabled young artists through a music initiative, Ensemble, which promotes collaborative learning between young people and professional adult musicians. The chapter starts from the premise that such collaborations offer positive conditions for the development of arts practice. However, it is acknowledged here that moral questions can emerge when diverse groups, which include disabled young people and disabled and non-disabled adult musicians, come together. The chapter draws specifically on the moral philosophy of Judith Butler (2005, 2012) as a framework for exploring the ethics and politics of collaboration for Ensemble. Although centered on a music initiative, the chapter offers insights into collaboration that extend to the wider domain of disability arts.
A Clumsy Encounter, 2011
This chapter provides a theoretical context, acknowledging the increasing emphasis on ‘inclusive’... more This chapter provides a theoretical context, acknowledging the increasing emphasis on ‘inclusive’ education, with ‘participation’ (Barton, 1997) as an underpinning concept. This has significance here since it provides a structure for developing an argument that there are pupils who are culturally excluded by particular concepts of participation. Here this is explored via drawing from observation, a skill by which particular abilities in art might be defined, since this highly individualised technology is used to assess pupil performance against culturally defined norms relating to both representation and participation.
10 9th CLTR Learning & Teaching Research Conference Wednesday 2nd June 2010Ormskirk Camp... more 10 9th CLTR Learning & Teaching Research Conference Wednesday 2nd June 2010Ormskirk Campus, Edge Hill University Can Turnitin and the regulatory discourse of plagiarism detection operate as a change artifact for writing development? Chris Beaumont and Claire ...
This book explores multiple metanarratives of disability to introduce and investigate the critica... more This book explores multiple metanarratives of disability to introduce and investigate the critical concept of assumed authority and the normative social order from which it derives. Metanarratives of Disability will be of interest to all scholars and students of disability studies, medical sociology, medical humanities, education studies, cultural studies, and health. 20% Discount Available-enter the code FLY21 at checkout*
Disability is a widespread phenomenon, indeed a potentially universal one as life expectancies ri... more Disability is a widespread phenomenon, indeed a potentially universal one as life expectancies rise. Within the academic world, it has relevance for all disciplines yet is often dismissed as a niche market or someone else’s domain. This collection explores how academic avoidance of disability studies and disability theory is indicative of social prejudice and highlights, conversely, how the academy can and does engage with disability studies.
This innovative book brings together work in the humanities and the social sciences, and draws on the riches of cultural diversity to challenge institutional and disciplinary avoidance. Divided into three parts, the first looks at how educational institutions and systems implicitly uphold double standards, which can result in negative experiences for staff and students who are disabled. The second part explores how disability studies informs and improves a number of academic disciplines, from social work to performance arts. The final part shows how more diverse cultural engagement offers a way forward for the academy, demonstrating ways in which we can make more explicit the interdisciplinary significance of disability studies – and, by extension, disability theory, activism, experience, and culture.
Disability, Avoidance and the Academy: Challenging Resistance will interest students and scholars of disability studies, education studies and cultural studies.
More Info: https://www.facebook.com/DisabilityAvoidanceandtheAcademy/?fref=ts
Intersectionality, and internationality are pivotal concerns in the Centre for Culture and Disabi... more Intersectionality, and internationality are pivotal concerns in the Centre for Culture and Disability Studies (CCDS), whose sustained work often spans education, the humanities, and the social sciences. Although far from straightforward in practice, the premise of the CCDS is that interdisciplinarity leads to curricular reform that itself leads to changes in social attitudes. Growing appreciation of disability studies across academic fields and disciplines ultimately contributes to the erosion of ableism and disablism in culture and society, incremental progress inextricably linked with intersectionality and internationality. The organisers of the 6th CCDS conference welcome proposals from academics, students, and other interested parties for papers that explore the impact of interdisciplinary, intersectional, and/or international approaches to disability studies. This might mean the impact of disability on aesthetics, art, business studies, childhood and youth,...
International Journal of Art & Design Education, 2024
This paper, a conversation between Simon Grennan, Carol Wild, Miranda Matthews and Claire Penketh... more This paper, a conversation between Simon Grennan, Carol Wild, Miranda Matthews and Claire Penketh, explores drawing as cause and consequence, applying Grennan's thinking to three drawings as a means of exploring and exemplifying ideas discussed in his keynote at the iJADE Conference: Time in 2023. Following an initial introduction to key ideas that were raised for that audience, the paper explores the ways that three particular drawings operate, with temporality offering one of a number of ways that they may be explored. The paper centres on three questions: (i) What might students learn are the different purposes of drawing? (ii) How might students adjudicate the status of drawn traces? (iii) How might students adjudicate the value of drawing activities?