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1981
Volume 16, Issue 3
  • ISSN: 1743-5234
  • E-ISSN: 2040-090X

Abstract

In the Netherlands, art academies offering teacher training courses in visual arts and design pay little attention to diverse learners, such as pupils with learning disabilities, in their curricula. To form a picture of the existing perceptions of students concerning persons with intellectual and/or psychological disabilities, this study was set up to map the views of a group of first-year teacher training students of visual arts and design at the Amsterdam University of the Arts. The focus of the study was to see whether student perceptions changed after an active encounter with persons with intellectual and/or psychological disabilities – in this case, a group of visiting artists with learning disabilities. The motivation for this study was influenced by the United Nations Convention on the Rights of Persons with Disabilities. As this mandate was adopted in the Netherlands in 2017, we have been intrigued by the consequences it would have for current educational settings and teacher training courses focusing on the subjects of art and design.

Binnen de reguliere docentenopleidingen in Nederland bestaat nauwelijks aandacht voor anders lerenden, zoals leerlingen met leerbeperkingen. Dit geldt ook voor de docentenopleidingen beeldende kunst en vormgeving. Dit is een gemiste kans omdat kunsteducatie vaak meer ruimte en mogelijkheden biedt in het opdoen van kennis en ervaringen voor anders lerenden, in tegenstelling tot verschillende vakken waar die toegankelijkheid moeilijker is. Kunsteducatie kan bijvoorbeeld een bijdrage leveren aan de verbinding tussen leerlingen met en zonder een beperking, waarbij de mogelijkheid ontstaat van elkaar te leren.

Door het tekenen van het VN verdrag dat de rechten van mensen met een beperking waarborgt, verplicht Nederland zich tot algemeen onderwijs dat inclusief van aard is. Dit heeft consequenties voor het gehele onderwijssysteem, zoals bijvoorbeeld de curricula van de docentenopleidingen. Het doel van dit onderzoek is het bestaande beeld van een aantal studenten over personen met een verstandelijke en of psychische beperking in beeld te brengen, en hoe het beeld ten aanzien van deze personen verandert na een actieve kennismaking tussen deze studenten en kunstenaars met deze beperkingen. Tevens is onderzocht wat zij leren van deze ontmoeting. De eerstejaarsstudenten zijn afkomstig van de Docentenopleiding beeldende kunst en vormgeving van de Breitneracademie, Amsterdamse Hogeschool voor de Kunsten, en de kunstenaars met een verstandelijke en of psychische beperking van het Outsider Art Atelier in Amsterdam.

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2020-09-01
2026-04-17

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/content/journals/10.1386/eta_00042_1
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Transforming images: A collaborative art exercise to debunk biases
International Journal of Education Through Art 16, 417 (2020); https://doi.org/10.1386/eta_00042_1
/content/journals/10.1386/eta_00042_1
/content/journals/10.1386/eta_00042_1
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  • Article Type: Article
Keyword(s): art teacher training; biases; diverse learners; image; inclusive art education; learning disabilities

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