{"id":{"repo_id":"whiterose","oai_identifier":"oai:etheses.whiterose.ac.uk:593"},"canonical_url":"https://search.dev.ndltd.org/etd/whiterose/oai:etheses.whiterose.ac.uk:593","repository":{"repo_id":"whiterose","name":"White Rose University Consortium","base_url":"https://etheses.whiterose.ac.uk/cgi/oai2"},"display":{"title":"Representation, identity and self esteem : a study of disability, arts education and self-identity, with particular reference to students with physical and sensory impairments who are studying, or who have studied, at Hereward College","abstract":"This study examines the processes by which disabled young people who have studied, or are studying, the visual arts at Hereward College have resisted oppressive perceptions of impairment and disability in the production of empowering images that counteract negative representations of disabled people. Hereward College is a national, residential, general college of further education that has extensive specialist resources for students with impairments. Central to this study are the students' own reflections, thoughts, feelings and opinions, and their experiences and artwork are the primary means by which the relationship between disability and impairment, self-identity, and visual arts education have been investigated. It is from their accounts that the significant factors that have impacted on these experiences have been identified. Ultimately it is intended that this research will contribute to a greater understanding in the field of arts education in general and the arts education of young people with physical and sensory impairments in particular.","abstract_html":"This study examines the processes by which disabled young people who have studied, or are studying, the visual arts at Hereward College have resisted oppressive perceptions of impairment and disability in the production of empowering images that counteract negative representations of disabled people. Hereward College is a national, residential, general college of further education that has extensive specialist resources for students with impairments. Central to this study are the students' own reflections, thoughts, feelings and opinions, and their experiences and artwork are the primary means by which the relationship between disability and impairment, self-identity, and visual arts education have been investigated. It is from their accounts that the significant factors that have impacted on these experiences have been identified. 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