The arts as a tool for identity development

How an arts-integrated writers’ workshop fostered sense of self and agency in disabled students / 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

Bibliographic Data

ID21479566
AuthorsMajd Subih (University of Delaware), Teresa G Wojcik (0000-0001-6676-655X, Villanova University), Christa S Bialka (0000-0001-8846-4384, Villanova University, corresponding author)
Year2024
Volume47
Issue4
Pages711-743
Publication date2024-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal for the Study of Education and Development Infancia y Aprendizaje (JOURNAL)
Journal identifiersISSN: 0210-3702 • E-ISSN: 1578-4126
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/02103702241286405
OpenAlexW4403682894
LanguageEN
References cited25

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

Aesthetics · Art · Humanities · Psychology of self · Sense of agency · Social science · Sociology · The arts · Visual arts · Education in Rural Contexts · Educational Practices and Policies · Inclusive Education and Diversity · Psychology · Social Psychology

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