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Table of Contents |
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N.B. A note on nomenclature. This thesis is structured in three main levels. The highest level is the section, which is a collection of autonomous, logically ordered chapters. The middle level is the chapter, each baring its own autonomous focus within the order of the thesis. The third level is the segment, which is an autonomous part of the chapter. This is presented underneath a separate bold heading. Each segment also contains several sub-headings.
One: Abstract Two: Contents Three: Graphic Images
Section 1: Introductory Section Chapter 1: Introduction Introduction The aims and objectives of this study The aims and objectives of this chapter The study’s hypothesis and research questions How this study was approached The original study My findings using Doyle’s model The basis of the new study The inversion of the original study’s findings The new model of social and historical analysis A breakdown of the sections and chapters in this thesis
Chapter 2: A Review of the Definitions of Blindness and Disability, and of Scholarly Research of Aesthetics, Art and Blindness Introduction Aims and objectives The structure of the discussion Definitions of blindness The regional nature of the definitions of blindness Perceptual definitions of blindness Developmental definitions of blindness Studies of the nature of perception: Traditional Styles of Research The earliest psychological studies Contemporary studies of Molyneux’s question Further discussions on the nature of perception Studies of three dimensional aesthetics/spatial awareness and blindness Studies on emotional development and three dimensional modelling The role of the other senses in art and aesthetics Studies of two dimensional awareness and blindness Nature vs nurture in two-dimensional representation Conclusion
Section 2: The Study’s Methods Chapter 3: The Development of the Framework of Investigation Introduction Definitions and concepts used in this thesis The contradictions in traditional frameworks of analysing social and natural phenomena The problems discovered with psychological and social psychological approaches to social learning Behavioural studies of learning behaviour Contemporary cognitive studies Social psychological studies The choice of an epistemological model and its philosophical influences The notion of scientific knowledge as inherently objective The model of scientific paradigms and development Further influences: anthropological and sociological notions of mythological themes Influential anthropological theories on the social construction of knowledge Further influences: The social role of language and discourse in scientific knowledge construction Further influences: Common sense as a social knowledge system The development of a unified core philosophy: Political Relativism A model of analysis that investigates paradigms of commonsense attitudes The construction of the Epistemological Model of Disability Ferdinand de Saussure’s semiotic model of analysis De Saussure’s original model Signs, symbols and meanings Diachronic and synchronic analysis
Chapter 4: Data Collection Methods Introduction Aims and objectives The structure of this chapter The choice of methods Influences from other authors The choice of complimentary methods The design of the ethnographic and historical methods An outline of the methods: Observation The theory of observation The use of participant informers Data recording methods An outline of methods: Open interviews and participant diaries The theory of interviewing “Going native” in interviews The theory involved in the creation of the participant diaries The contextual problems of the diaries Recording media of the interviews and diaries An outline of methods: Literature searches The theory of the literature searches Ethics The choice of the code of ethics Informed consent and anonymity The ethics of the data recording media
Chapter 5: Data Collections Methods 2: The Implementation of the Three Phases of Fieldwork Introduction Aims and objectives The structure of this chapter The three phases of the fieldwork: Phase one Initial readings and visits The use of historical literature in the choice of institutions Influential students in the original studies The beginning of the broader fieldwork The three phases of the fieldwork: Phase two The beginnings of the ethnographic fieldwork The student observations The concurrent teacher and former student interviews Continued literature searches and building research The three phases of the fieldwork: Phased three Interviews with policy makers and implementers Initial approaches to the interviewees Conducting further research in North America The final stages of the research Avoidable problems encountered during the study Problems that developed with the observations Problems with the interviews and the diary reports Less particular problems I encountered with the fieldwork methods The problems with the research situations Particular problems with part-time research and a full-time teaching position
Section 3: The Diachronic Study of the History of Attitudes Towards Blindness and Art Chapter 6: Diachronic Study 1: A Study of the English ‘Art’ Education of the Blind Prior to the 1981 Act Introduction The aims and objectives of this section and chapter The background to this section The introduction of education of the blind in England The original theories on which the education of the blind was founded in England The influences on the first English asylums The development of a curriculum in the asylums The role of morality in behavioural control, the division of the curriculum and working hours in England The use of handcrafts and the working hours in English institutions in the nineteenth century Financial incentives and the latter evolution of handcrafts in schools for the blind An examination of fundraising at institutions for the blind in England The funding of institutions in the nineteenth and twentieth centuries The development of non-vocational handcrafts Conclusion The marriage of a commercial culture and a moral disdain of indolence Vocational crafts and the class system
Chapter 7: Diachronic Study 2: An Epistemological Study of Aesthetics in the Education of the Blind Prior to the 1981 Act Introduction Aims of the chapter The structure of the chapter An investigation of aesthetic tasks in the earliest asylums Notions of aesthetics in the early literature Music training in the latter half of the nineteenth century Musical training in the twentieth century An investigation of aesthetic tasks in non-aesthetic subjects The introduction of reproduction in science classes An examination of aesthetic tasks in non-aesthetic subjects during the twentieth century Conclusion The social and economic emphasis on an oral and aural aesthetic culture Aesthetic tasks in non-aesthetic subjects
Chapter 8: Diachronic Study 3: A Study of the English ‘Art’ Education of the Blind Prior to the 1981 Act 204 Introduction The aims and objectives of this chapter The structure of the chapter An investigation into the development of influences and information gathering prior to the 1981 Act Factors leading to a political movement of disability rights leading to educational inclusion of students with disabilities The movement towards a greater social inclusion in Britain The formation of a committee of enquiry: The “Warnock Committee” An examination of the committee of enquiry into the education of children with disabilities An examination of the passing of the legislation contained in the 1981 Act An examination of factors that affected the drafting of the 1981 Act An examination of the political process leading to the 1981 Act Conclusion Changes in attitudes to blindness caused by war Financial considerations in the implementation of the 1981 Act Political motivations affecting the 1981 Act
Section 4: The Synchronic Study of the Results of Attitudes Towards Blindness and Art Chapter 9: Analysis of the Synchronic Data 1: School Experiences from the RNIB Colleges Before the 1981 Act Introduction Aims and objectives of this chapter The background to this section The structure of the chapter A background to New College, Worcester Case study 1: Emile, A Level student at New College, Worcester / educated at school after the 1981 Act Emile’s educational background Emile’s projects during the study and behaviour during the tasks An analysis of Emile’s behaviour Case study 2: Anna, A Level Art student at New College, Worcester / educated at school after the 1981 Act Anna’s educational background Anna’s projects during the study and his behaviour during the tasks An analysis of Anna’s behaviour Conclusion
Chapter 10: Analysis of the Synchronic Data 2: Further Evidence to Support the Previous Findings Introduction Aims and objectives of this chapter The structure of this chapter Case Study 5: Michael, who received his school education after the 1981 Act in a mainstream school and at The Valley, and graduated in illustration from a mainstream art college Michael’s social and educational background Michael’s undergraduate and graduate experiences Michael’s project during the study An analysis of Michael’s experiences and behaviour Teacher interviews: Teachers who had taught students who were blind after their inclusion in an art curriculum in England and the US The separate development of educational systems An outline of the teachers and their schools An analysis of the teacher’s experiences of their teaching methods Conclusion
Section 5: Conclusion Chapter 11: Conclusion Introduction Aims and objectives of this chapter The structure of this chapter A study of the study’s hypotheses Attitudes towards blindness and art education can be influenced by social and cultural factors that are not directly related to blindness/disability or art education Where attitudes [described in the first hypothesis] have negatively affected the experiences of students who are blind, they have also affected their behaviour in art classes Attitudes towards students who are blind in art education changed after the 1981 Education Act, and this made students educated after this period more willing to undertake new art tasks Discussions of the research questions Can attitudes towards blindness in art education merely be discussed in terms of a physical disability, or are they affected by social and cultural assumptions? What does blindness stop people from doing in art education? Recommendations arising from this study Recommendations for practice, provision and research Recommendations for policy on disability in education
Appendix 2 Appendix 4 Appendix 5 Appendix 6 Appendix 8 Appendix 9 Appendix 10
Chapter i: Bibliography Main secondary reference sources and further reading The diachronic and synchronic studies’ separate reference list of published material and other primary sources Primary sources and their locations in search order Secondary sources of diachronic data Other referenced interviews and observations
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