Challenging the University through arts informed ‘Good’ disruptive and unruly pedagogies I will interrogate the potentiality of socially engaged arts practices as they inform and pedagogies ‘disruptive’ ‘unruly’ within community based higher education partnerships (CUPs). Through this (Freire, 2014; Webb, 2013 ) ‘hopeful’ interrogation I will consider how we might re-make “good” universities (Webb, 2011) as institutions’ (Gaffikin ‘engaged & Morrissey, 2008) particularly in light of persistent underrepresentation of traditionally underrepresented groups within HE (HEA, 2013). I propose to read and ‘disruptive’ pedagogies as constituents of a dynamic spatial ‘unruly’ ecology in which performative action, intervention, and perhaps transformation can occur as students participate in remapping their material and curricular landscapes (Kitchens, 2009: p240). Crucially, these spatial ecologies take into account not only knowledge, content, conceptions and acquisitions, but also values and beliefs, uncertainty and complexity (Savin-Baden, 2008). I argue that locating arts informed/inspired pedagogic provocations as spatial ecologies enables us to consider and critique the notion of the ‘good’ university. Session B: Stigmatised families Flynn (NUIG) Children with intellectual disability, their families and the economic recession: Serious concerns and practical challenges through an affirmative non-tragedy optic This paper begins with an introduction to the author’s PhD research. The research investigates the impact of the economic
Challenging the ‘Good’ University through arts informed disruptive and unruly pedagogies I will interrogate the potentiality of socially engaged arts practices as they inform ‘disruptive’ and ‘unruly’ pedagogies within community based higher education partnerships (CUPs). Through this ‘hopeful’ (Freire, 2014; Webb, 2013 ) interrogation I will consider how we might re-make “good” universities (Webb, 2011) as ‘engaged institutions’ (Gaffikin & Morrissey, 2008) particularly in light of persistent underrepresentation of traditionally underrepresented groups within HE (HEA, 2013). I propose to read ‘disruptive’ and ‘unruly’ pedagogies as constituents of a dynamic spatial ecology in which performative action, intervention, and perhaps transformation can occur as students participate in remapping their material and curricular landscapes (Kitchens, 2009: p240). Crucially, these spatial ecologies take into account not only knowledge, content, conceptions and acquisitions, but also values and beliefs, uncertainty and complexity (Savin-Baden, 2008). I argue that locating arts informed/inspired pedagogic provocations as spatial ecologies enables us to consider and critique the notion of the ‘good’ university. Session B: Stigmatised families Flynn (NUIG) Children with intellectual disability, their families and the economic recession: Serious concerns and practical challenges through an affirmative non-tragedy optic This paper begins with an introduction to the author’s PhD research. The research investigates the impact of the economic