Join us for a conversation exploring anti-ableist pedagogy led by Paul Morrow, art teacher and lead practitioner at Westminster Special Schools.
Challenging assumptions is central to anti-ableist pedagogy, as both neurotypical and neurodivergent biases create barriers to access. Paul will facilitate a discussion around two texts that explore key ideas around anti-ableist practices in the art classroom.
In the first, an interview with neurodivergent artist Sonia Boué, Boué describes her experience of education, telling us that ‘the hidden social curriculum is riddled with normative assumptions.’ In the article ‘An Anti-Ableist Framework in Art Education’, art educator Alice Wexler explores how anti-ableist approaches to art teaching can challenge traditional ideas of ‘school art’ and transform the art classroom into a divergent creative space embracing all learners, whilst offering new opportunities for artistic activities within a broader framework.
Drawing from these concepts and explorations, Paul will encourage us to reflect on how we can incorporate these ideas within our teaching and creative practice.