DOI
10.5703/1288284317776
Abstract
The contemporary expectation for visual arts teachers to meet the needs of all learners was explored in this 2011 case study conducted in a secondary visual arts classroom. Exploring ways that care for students manifested, specifically through a pedagogy of kindness, in a classroom designed to meet the needs of students experiencing attention-deficit/hyperactivity disorder (ADHA) and/or autism is revisited and contextualized in our post-COVID reality, where care in education is a central concern. The authors outline how one visual arts educator developed a pedagogy of kindness resulting in the need for specific teacher dispositions. Teacher-student relationships are also discussed within the creating and responding to art with a pedagogy of kindness, kind approaches to promoting positive classroom behaviors, and affirmation of individual and collective identities. Additionally, recommendations for enacting and internalizing a pedagogy of kindness as an art educator are suggested.
Recommended Citation
Hoeptner Poling, Linda and Dorff, Juliann B.
(2024)
""I Have To Be On Their Side": A Pedagogy of Kindness,"
Journal of the Arts and Special Education: Vol. 4
:
Iss.
1,
Article 6.
DOI: 10.5703/1288284317776
Available at:
https://docs.lib.purdue.edu/jase/vol4/iss1/6
