By Claire Penketh (auth.), Claire Penketh (eds.)
An ungainly come across deals an interrogation of inclusive schooling via exploring the purpose at which dyspraxia and drawing from remark meet inside formal studying environments. Drawing on tales of person event, this booklet seeks to advertise the interrogation of implicit academic practices. right here the complexity of observational drawing is tested no longer inside of a closed group of paintings schooling yet in the social and cultural area of alternative serious debates inside of schooling, particularly these relating to inclusion. students don't adventure inclusion and exclusion within the summary yet via discipline-based and located practices. This publication goals to discover this complexity and disrupt ways that may search to rationalise and compartmentalise academic event. an ungainly come across displays a cross-disciplinary viewpoint and may be of curiosity to lecturers, pros and practitioners drawn to the character, function and cost of paintings schooling in addition to people with a selected curiosity in dyspraxia. it is going to even be of specific relevance to these eager about listening to the voices of scholar event of inclusive and specific academic practices.
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Additional info for A Clumsy Encounter: Dyspraxia and Drawing
Matthew spoke easily and confidently. My experience however, was different to earlier interviews with adult participants. There was a distinct power imbalance and my attempt at naturalistic conversation felt inappropriate, particularly in the earlier interviews. He gave his consent but the original contact was made via his parents. The adult contacts by contrast were made on a personal and professional level, with one relationship starting from my attendance at a dyslexia awareness session lead by the participant.
Much of the discussion still emphasises provision for the individual as the location of tensions between integration and separation and how the individual might best be accommodated within the education systems. It is rarely the curriculum and the cultural relevance of subjects that is questioned in relation to potentially exclusive practices in education. Dudley-Marling (2004) attempts to shift the locus of deficit and offers a useful discussion in this respect, suggesting an alternative conception of how learning might be considered.
Foucault discusses the role that the ‘political economy of the body’ has within complex social functions such as education where the individual can be shaped or moulded and where particular types of control, he argues, can be exerted over ‘the body’: … power relations have an immediate hold upon it; they invest it, mark it, train it, torture it, force it to carry out tasks, to perform ceremonies, to emit signs. 34 INCLUSION AND EDUCATION This political investment of the body is bound up, in accordance with complex reciprocal relations, with its economic use; it is largely as a focus for production that the body is invested with relations of power and domination… the body becomes a useful force only if it is both a productive body and a subjected body.