Abstract
Writing, in an art institution and beyond, can be viewed as a form of creativity, a tool of pedagogy and a way of questioning traditional concepts of knowledge and power. This study explores the complex and shifting relationships between writing, the art institution and constructs of dyslexia. The writing lives of six art students with dyslexia were investigated over the course of an academic year. One student’s writing life is presented as a detailed case study. Writing is interrogated in some of its many manifestations, notably writing as an academic, assessed and measurable outcome and writing as a form of fluid and imaginative communication.
By placing writing in the art school, both institutional power and constructs of the art school are explored. The study examines how these notions interact with and create each other. Through the work undertaken in a specialist arts university—among students both with and without the defining label of dyslexia—a possible scope for change is understood. Both in the positioning of student identity and in the way that writing is explained, explored and taught alongside a creative arts practice.
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Tobias-Green, K. (2022). Deconstructing Writing in Arts Education and Beyond. In: Broadhead, S. (eds) Access and Widening Participation in Arts Higher Education. The Arts in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-97450-3_8
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