Guest editor: Mira Kallio-Tavin
IJETA welcomes contributions for the special issue on Disability, arts and education. The call appreciates disability studies approaches, which advocates disability as a cultural identity, as an orientation to life, which brings variations, diversity and richness to the disabled and non-disabled, in different areas of culture and society, in classrooms, museums, visual art practices, communities and in different informal sites of learning, including public spaces. Disability studies scholars have aimed to show how disability is not primarily a biological condition, but at the intersection of society and its discourses, which create and maintain disability through values, conventions and significances. Artists, who identify with disability culture identity, promote first-person accounts of disability, to affirm disability as subjectivity and agency.
While disability is recognized as a cultural identity comparable with other cultural minority identities, it is clear that there is not just one disability culture. Disability culture refers to a diverse group of people with diverse physical or mental conditions, who often experience cultural discrimination, stigmatization, segregation and medicalization. These diverse groups and individuals also have different identities and different understandings of their own (dis)abilities. Acknowledging all bodies as socio-politically constructed, and disability as other than a personal tragedy or distinguished from impairment, has helped to represent disability as a socially constructed phenomenon. The real cause of disability is often not the disability itself, or an impairment, but rather the discrimination and prejudice by the non-disabled. More recently, the socio-political notions of disability have been developed towards a so-called affirmation approach. The affirmative approach directly challenges the presumption of personal tragedy and the determinations based on the values of nondisabled people. While the social model, also generated by disabled people, offers a viewpoint of those living within a disabling society, the affirmative approach to disability values disabled individuals’ own lifestyles as culture and cultural identity.
The call for the special issue on Disability, arts and education acknowledges the important coalition of three fields: critical disability studies, art and design, and education. The special issue seeks contributions that address disability in visual art practices, experiences, pedagogy, ethics, justice and politics.
If you have any further questions, please feel free to contact the Guest Editor, Dr. Mira Kallio-Tavin at firstname.lastname@example.org
Submissions should be submitted http://ojs.library.ubc.ca/index.php/ijeta/about/submissions#onlineSubmissions