The arts as a tool for identity development: how an arts-integrated writers’ workshop fostered sense of self and agency in disabled students

• Majd Subih ^[1] ; Teresa G. Wojcik ^[2] ; Christa S. Bialka ^[2]
  1. [1] University of Delaware

     University of Delaware

     Estados Unidos

     
  2. [2] Villanova University

     Villanova University

     Township of Radnor, Estados Unidos

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 47, Nº 4 (Identity construction in education: Positioning and agency of students and teachers), 2024, págs. 711-743
• Idioma: inglés
• DOI: 10.1177/02103702241286405
• Títulos paralelos:
  • Las artes como herramienta para el desarrollo identitario: cómo un taller de escritura que integra las artes fomentó el autoconcepto y la agencia en estudiantes con discapacidad
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio de caso exploratorio y cualitativo examina la interacción entre la identidad, la integración de las artes y la agencia en un Taller de escritura integrado con las artes para 10 estudiantes con discapacidad de secundaria en los Estados Unidos. Los participantes se inscribieron en una clase de Artes del lenguaje que ofrecía un Taller de escritura todos los martes durante 16 semanas. Las observaciones en el aula, los cuestionarios, las entrevistas y los artefactos de los estudiantes brindaron información sobre cómo el taller les sirvió como espacio para reflexionar sobre cómo integrar su identidad de discapacidad en su autoconcepto general y sobre su agencia para elegir cuándo y cómo querían compartir esta parte de sí mismos. Este estudio amplía la investigación actual al resaltar cómo la integración de las artes equipa a los estudiantes con discapacidad con herramientas para cultivar un concepto de sí mismo, desarrollar agencia y desafiar el discurso normative.

  • English

    This exploratory, qualitative case study examines the interplay between identity, arts integration and agency in an arts-integrated writing workshop for 10 disabled high school students in the United States. Participants were enrolled in a language arts classroom that offered a writers’ workshop every Tuesday for 16 weeks. Classroom observations, questionnaires, interviews and students’ artefacts provided insight into how the workshop served as a space for students to consider how to integrate their disability identity into their overall sense of self and the agency to choose when and how they wanted to share this part of themselves. This study expands upon current research by highlighting how arts integration equips disabled students with tools to cultivate a sense of self, develop agency and challenge normative discourse.

• Referencias bibliográficas
  • Albers P., Harste J. C. (2007). The arts, new literacies, and multimodality. English Education, 40(1), 6–20. http://www.jstor.org/stable/40173265
  • Alhomaidi M., Salleh S. (2022). The importance of art education in Saudi Arabia: A review. Journal of Positive School Psychology, 6(2), 1160–1168....
  • Bacon J. K., Lalvani P. (2023). Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula....
  • Biesta G. (2008). Learning lives: Learning, identity, and agency in the life course (Full research report, End of Award Report, RES-139-25-0111)....
  • Bogdan R. C., Biklen S. K. (2006). Qualitative research in education: An introduction to theory and methods. Allyn & Bacon.
  • Braun V., Clarke V. (2012). Thematic analysis. In Cooper H., Camic P. M., Long D. L., Panter A. T., Rindskopf D., Sher K. J. (Eds.), APA handbook...
  • Broderick D. (2014). Collaborative design. Journal of Adolescent & Adult Literacy, 58(3), 198–208.
  • Brown S. (2002). What is disability culture? Disability Studies Quarterly, 22(2).
  • Burton J., Horowitz R., Abeles H. (1999). Learning in and through the arts: Curriculum implications. In Fiske E. (Ed.), Champions of change:...
  • Creswell J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
  • Davis L. J. (2006). Constructing Normalcy. In The Disability Studies Reader, edited by Davis L. J., 2nd ed, 3–16. Routledge.
  • Degener T. (2016). Disability in a human rights context. Laws, 5(3), Article 35.
  • Demetriou K. (2022). Special educational needs categorisation systems: To be labelled or not? International Journal of Disability, Development...
  • Dunn D. S., Burcaw S. (2013). Disability identity: Exploring narrative accounts of disability. Rehabilitation Psychology, 58(2), 148–157.
  • Evans H. D. (2017). Un/covering: Making disability identity legible. Disability Studies Quarterly, 37(1).
  • Gee J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
  • Gomzina I. (2012). Multilayered cultural identity and the perception of the self. http://urn.fi/URN:NBN:fi:jyu-201203281494
  • Goodlad J. I. (1984). A place called school. Prospects for the future. McGraw-Hill Book Company.
  • Greene M. (2009). The aesthetic and the artistic in aesthetic education. https://maxinegreene.org/uploads/library/aesthetic_n_artistic_in_aesthetic_education.pdf
  • Gullatt D. E. (2008). Enhancing student learning through arts integration: Implications for the profession. The High School Journal, 91(4),...
  • Harste J. C. (2014). The art of learning to be critically literate. Language Arts, 92(2), 90–102. https://www.jstor.org/stable/24575621
  • Harter S. (2012). Emerging self-processes during childhood and adolescence. In Leary M. R., Tangney J. P. (Eds.), Handbook of self and identity...
  • Heller T., Harris S. P., Gill C. J., Gould R. (Eds.). (2018). Disability in American life: An encyclopedia of concepts, policies, and controversies...
  • Hodge N., Rice E. J., Reidy L. (2019). ‘They’re told all the time they’re different’: how educators understand development of sense of self...
  • Hughes B. S., Corrigan M. W., Grove D., Andersen S. B., Wong J. T. (2022). Integrating arts with STEM and leading with STEAM to increase science...
  • Jensen E. (2001). Arts with the brain in mind. Association for Supervision and Curriculum Development.
  • Jones R. B. (2011). Intolerable intolerance: Toxic xenophobia and pedagogy of resistance. The High School Journal, 95(1), 34–45.
  • Khan M., Ali S. (2016). The importance of fine arts education: An overview. Quest Journals, 4(10), 67–70.
  • Klemenčič M. (2015). What is student agency? An ontological exploration in the context of research on student engagement. In Klemencic M.,...
  • Mac S. (2022). Neoliberalism and inclusive education: A critical ethnographic case study of inclusive education at an urban charter school....
  • Mason C. Y., Steedly K. M., Thormann M. S. (2008). Impact of arts integration on voice, choice, and access. Teacher Education and Special...
  • Mason J. (2004). Personal narratives, relational selves: Residential histories in the living and telling. The Sociological Review, 52(2),...
  • McGinnis T. A. (2020). Transmediation as a powerful tool to promote a sociopolitical process in a digital writing workshop for Central American...
  • Monereo C., Hermans H. (2023). Education and dialogical self: State of art (Educación y yo dialógico: estado de la cuestión). Journal for...
  • Mossing S. (2013). The importance of creative thinking and the arts in education. Honors Projects, 37, 1–23. https://scholarworks.bgsu.edu/honorsprojects/37
  • Peppler K., Davis-Soylu H. J., Dahn M. (2023). Artifact-oriented learning: A theoretical review of the impact of the arts on learning. Arts...
  • Scott M. A., Pyne K. B., Means D. R. (2015). Approaching praxis: YPAR as critical pedagogical process in a college access program. The High...
  • Siegel M. (1995). More than words: The generative power of transmediation for learning. Canadian Journal of Education / Revue canadienne de...
  • Silverstein L. B., Layne S. (2010). What is arts integration? In Silverstein L., Duma A. L., Layne S. (Eds.), Arts integration schools: What,...
  • Valero Sanchez M. M. (2023). Decisions, practices, and experiences of disclosure by academics with invisible disabilities at German universities....