DOCSLIB.ORG

Dyslexia As Disability

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Dyslexia As Disability Dyslexia as Disability The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Threlkeld, Aubry D. 2015. Dyslexia as Disability. Doctoral dissertation, Harvard Graduate School of Education. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461049 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Dyslexia as Disability Ad hoc Committee Members: Dr. Catherine Snow Dr. Helen Haste Dr. Jennifer Thomson Dissertation Thesis Submitted by Aubry D. Threlkeld on May 11, 2015 DYSLEXIA AS DISABILITY ii Acknowledgements In the last eight years many people have been influential to my work at the Harvard Graduate School of Education. I would like to thank Professors Catherine Snow, Helen Haste, and Jennifer Thomson for their feedback, guidance and support through both the qualifying and dissertation phases of my work. All have taken time over many years to offer their professional opinions and to keep my work meaningful for both my intended audiences and myself. Colleagues and mentors like Professors David Connor at CUNY and Janet Sauer at Lesley University kindly answered naïve questions and provided companionship and critical feedback at important junctures. They have been my mentors in disability studies in education along with Dr. Bernadette McCartney, Dr. Chris MacMaster, Annie Guerin, and Dr. Roger Slee. I would also like to thank Dr. Celeste Moreno Palmero for her particular insights into conducting analyses of conceptual metaphors. I appreciate the colleagues and writing partners that encouraged me to approach my work critically and aided in basic editing: Dr. Marcia Russell, Dr. Adrienne Mundy-Shepherd, Meghan Lockwood, Maleka Gramling, and Professors Michael Bronski, Linda Schlossberg, and Caroline Light. I would like to thank my family for supporting me emotionally and physically: Sarah Pieplow, Randy Betts, Ramona Smith, Boris Vanderbilt-Threlkeld and Hugh Threlkeld. This work would not have been possible without their time, attention, and love. I thank the online communities of Teaching Disability Studies organized by Dr. Beth Haller and Disability Thank You Notes for reminding me I am not alone, my work matters and it is okay to be angry. DYSLEXIA AS DISABILITY iii Abstract These three qualitative studies describe and analyze how and when young dyslexic people manage disability labels in talk. The theoretical framework informing this study includes post-structuralist approaches to analyzing talk about disability (Tremain, 2002, 2006; Goodley, 2011) and on-going debates about using discourses to model the relationship between impairment, disability and culture inside and outside social model of disability (Hughes & Paterson, 1997; Corker, 1998; Allan, 1999; Shakespeare, 2000; Corker & Shakespeare, 2002; Grue, 2011) and resistance against ableism generally (Gabel & Peters, 2004). The research design involved semi-structured interviews of twenty-six students with dyslexia (Seidman, 2006) who attended a specialized high school and a review of three documentary films. The three articles detail different approaches to the same phenomenon of navigating and describing dyslexia. The first article engages a primary analysis of how new discourses of the gifted dyslexic brain include persisting notions of a broken brain using Foucauldian discourse analysis (FDA) in educational documentary film. The second study reframes existing studies of conceptual metaphor among dyslexics moving discussion beyond dyslexia as a barrier to a dynamic range of metaphors including dyslexia as a journey, puzzle and even as existence. Contemporary studies of conceptual metaphor and disability continue to reveal how disabled students navigate the differences between impairment and disability. The third article relates long-standing theories of learning differences to the lack of claiming disability among dyslexic students. By exploring passing as able-bodied as a phenomenon, I theorize how schools, even specialized settings, as ableist institutions oppress, silence and foreclose the possibilities of group identity. This research contributes to discursive approaches to understanding dyslexia as disability and connects disabled identities in talk to work with dyslexic students in schools. Suggestions for future research include understanding neurodiversity movements in relationship to learning disabilities, continuing to examine conceptual metaphor use among dyslexics to build out a typology and the political and economic roots of the discourses of learning differently. DYSLEXIA AS DISABILITY iv Table of Contents Acknowledgements .......................................................................................................................... ii Abstract .............................................................................................................................................. iii Disability Studies in Education ..................................................................................................... 1 Models of Disability ........................................................................................................................................ 2 Medical Model ................................................................................................................................................... 3 Social Model ....................................................................................................................................................... 4 Minority Model ................................................................................................................................................. 7 Charity Model .................................................................................................................................................... 8 Gap Model ........................................................................................................................................................... 9 Subject Positions within Disability Models .......................................................................................... 9 The Case for Dyslexia as Disability ....................................................................................................... 13 How this Dissertation is Organized ...................................................................................................... 19 Chapter 1: A Discursive Approach to Disability ................................................................... 22 Understanding Discourse and Relevant Terminology ................................................................. 23 A Theoretical Model for the Relationship Between Culture and Cultural Discourses .... 26 Foucauldian Discourse Analysis (FDA) ............................................................................................... 30 Elaborating on Subject Positions and Positioning ......................................................................... 32 Conceptual Metaphor ................................................................................................................................. 33 Discursive Approaches to Disability .................................................................................................... 35 Results of a Pilot Investigation: Dyslexia on YouTube™ .............................................................. 37 Research Questions ..................................................................................................................................... 42 Study Design ................................................................................................................................................... 43 Interviews and Focus Groups .................................................................................................................. 45 Data Analytic Approach and Strategies .............................................................................................. 45 Limitations and Threats to Validity ...................................................................................................... 47 Chapter 2: A Conversation with Educational Documentary Film: Theorizing Contemporary Dyslexic Subjectivity ....................................................................................... 50 Introduction .................................................................................................................................................... 50 Features of Educational Documentary Film on Dyslexia ............................................................ 51 Summary of The Big Picture ..................................................................................................................... 53 Discursive Construction: Dyslexia ......................................................................................................... 54 Discourses: Dyslexia as Disability and Gift ........................................................................................ 56 Action Orientation: Having vs. Being Dyslexic ................................................................................. 60 Positioning and Practice: Framing Heterogeneity and Dividing Subjects ........................... 63 Subjectivity:
Load more

Recommended publications
  • “Difference” 2017 ASTR / TLA Conference November 16 –19 Atlanta, GA
    ASTR / TLA 2017 Interrogating the Performance and Aesthetics of “Difference” 2017 ASTR / TLA Conference November 16 –19 Atlanta, GA 1 ASTR / TLA 2017 Table of Contents Leadership & Special Thank You ......................................................................3 President’s Welcome ..................................................................................4 Note from the VP for Conferences .....................................................................5 Note from the Program Chairs ........................................................................6 Mayor of Atlanta Welcome Letter .....................................................................8 Schedule at a Glance ..............................................................................9-12 Keynote Plenary .......................................................................................13 About Full Radius Dance .............................................................................14 About Katia Tirado ....................................................................................15 Plenary Sessions ................................................................................16-18 Curated Panels ..................................................................................19-21 Working Sessions 1-8 ...........................................................................23-28 Working Sessions 9-16 ..........................................................................28-33 Working Sessions 17-24 .........................................................................33-38
    [Show full text]
  • Citizenship, Self-Determination and Political Action: the Forging of a Political Movement
    Citizenship, self-determination and political action: the forging of a political movement Jenny Morris (Talk at Conference in Sydney, Australia on Citizenship and Disability: February 1998) I want to talk about all the three things mentioned in the title of this Conference - citizenship, self-determination and political action. In order to talk about citizenship, I have to explain why I use the term 'disabled people' rather than 'people with disabilities'. The British disabled people's movement has campaigned for people to adopt a social model, rather than a medical model, of disability. The social model of disability says that: • the quality of our lives, our life chances, are not inevitably determined by what our bodies can't do or look like or how our minds function. Like the women's movement, we say - biology is not destiny. If I could not get a job that would be because of discrimination, not because I can't walk or because I'm a woman • we therefore need to separate out 'impairment' - the characteristics of our bodies and minds - from the way other people and society generally react to impairment • prejudice, discrimination, services which disempower and segregate us, a failure to use resources to create accessible environments and technology to aid communication - these are the disabling barriers that we experience • people with physical, sensory, intellectual impairments, people with mental health difficulties are therefore disabled by the society in 1 which we live • and we use the term 'disabled people' to describe what is done to us This language politicises our experiences and it takes the focus away from our impairments being the problem and puts the responsibility onto the society in which we live This is why we don't use the term disability to mean impairment.
    [Show full text]
  • Programs Around the World in Areas Pertinent to the Study of Media Ecology
    The Twenty-First Annual Convention of the Media Ecology Association June 17-20, 2020 Goals of the MEA • To promote, sustain, and recognize excellence in media ecology scholarship, research, criticism, application, and artistic practice. • To provide a network for fellowship, contacts, and professional opportunities. • To serve as a clearinghouse for information related to academic programs around the world in areas pertinent to the study of media ecology. • To promote community and cooperation among academic, private, and public entities mutually concerned with the understanding of media ecology. • To provide opportunities for professional growth and development. • To encourage interdisciplinary research and interaction. • To encourage reciprocal cooperation and research among institutions and organizations. • To provide a forum for student participation in an academic and professional environment. • To advocate for the development and implementation of media ecology education at all levels of curricula. 2020 Executive Board President: Paolo Granata, University of Toronto Vice President: Peggy Cassidy, Adelphi University Vice President-Elect: Adriana Braga, Pontifícia Universidade Católica do Rio de Janeiro Treasurer: Paul A. Soukup, SJ, Santa Clara University Recording Secretary: Cathy Adams, University of Alberta Executive Secretary: Fernando Gutiérrez, Tecnológico de Monterrey Historian: Matt Thomas, Kirkwood Community College Internet Officer: Carolin Aronis, Colorado State University EME Editor-in-Chief: Ernest Hakanen, Drexel University
    [Show full text]
  • Nothing About Us Without Us Exhibition Large Print Text 18Pt
    Nothing About Us Without Us Exhibition Large Print Text 18pt 1 Contents Introduction…………………………………………….4 Timeline………………………………………………...5 Banners……………………………………………….22 Photographs and Posters………………………......24 Placards by Jo Ann Taylor.........…………………...27 T-shirt and Other Campaign Materials Case……...28 Leaflets, Badges and Campaign Materials Case…29 Cased T-Shirts………………………………………. 35 Protest Placards…………………………………….. 36 The Autistic Rights Movement…………………….. 37 No Excuses…………………………………………. 46 Pure Art Studio……………………………………… 48 One Voice…………………………………………… 50 Quiet Riot……………………………………………. 51 Music………………………………………………… 66 2 Nothing About Us Without Us Playlist……………. 67 Interviews……………………………………………. 68 3 Introduction panel This exhibition is the second stage in a long-term project that looks at the representation of disabled people. The museum is working with groups, campaigners and individuals to capture their stories and re-examine how the history of disabled people’s activism is presented. We encourage you to let us know if you have any comments, objects or stories you would like to share to help to continue to tell this story. If you are interested in sharing your object or story as part of this project, please speak to a member of staff or contact [email protected] 4 Timeline The timeline on the wall is split into five sections: Early Days, 1980s, 1990s, 2000s and 2010s. Each section has an introductory label followed by photographs and labels with further information. Beneath the timeline is a shelf with pencils and pieces of card on it that visitors can use to write their own additions to the timeline and leave them on the shelf for other visitors to see. The introduction to the timeline is as follows: Is anything missing? Add to the timeline using the cards and shelf.
    [Show full text]
  • JAN 2019 NY.Indd
    VOLUME 24 NUMBER 7 JANUARY 2019 ININ THISTHIS ISSUEISSUE ADAPT IS 40 ABLE Accounts DiNapoli Urges Advocacy Org. Celebrates 4 Decades Age Expansion PAGE 2 Feds May Limit PWD Proposal Could Make Immigration Harder PAGE 3 Court Refuses Lawsuit Against Lyft Still On-going PAGE 3 N.Y. Health Act City Council Listens to Testimony PAGE 6 Financial Aid Resources Available To Students With Disabilities PAGE 8 ADAPT members hear speakers at one of several Sports events throughout the day at the organization’s Race, WC Basketball, recent 40th anniversary celebration in Denver, Skiing, Golf & Paralympics Colo. PAGES 12 & 17 Chapter members from across the country also attended a rally at Civic Center Park in Colorado, where they listened to speeches from several orig- inal ADAPT founders, members, Colorado Lt. Gov.- a bus through the night to demand accessible pub- Elect Dianne Primavera (D) and State Sen. Jessie lic transportation in Denver, Colo. Since then, the Danielson (D-Dist. 20). advocacy group has continued to grow throughout Afterwards, a memorial dinner was held honor- the country, with members organizing demonstra- ing Babs Johnson, a beloved ADAPT leader who tions, sit ins, rallies and civil disobedience, incud- died this year which was followed by a screening ing occupying senators offices in Washington, D.C. of “Piss on Pity: The Story of ADAPT” a new film on In inset photo, ADAPT organizers enjoy the ral- VISIT the history of the organization. ly. Seen left to right, are Robbie Roppolo and Dawn ABLE’S ADAPT began four decades ago when 19 activists Russell of Colorado; Mike Oxford of Kansas and WEBSITE with disabilities, known as the Gang of 19, blocked Stephanie Thomas of Texas.
    [Show full text]
  • UME 11184 Perspective Winter-RGB
    In this Issue P3 Dean’s Message: Leading the Way P4 Practicing Inclusion in the Workplace P4 Phyllis Cleveland Remembered P5 Chamber Panelists Emphasize Importance of Early Reading P5 ‘Crossing Borders’ – A Talk at TedxParis P6 Author Kozol Calls for Equality in Public Education P7 School is New Home of Council on Contemporary Families P8 Higher Education Program Takes Holistic Approach P9 New Nutrition Track Approved for School (Left to right) P1 0 Faces of Education: Professor Ora Prilleltensky (EPS), Dean Isaac Prilleltensky, and Simi Linton. Nancy Olson P1 1 Publications We invite all recipients of “Perspective” – the School Simi Linton Shares Perspectives of Education and Human Development’s quarterly oForn mo reD thains 35a yebars,l Seimdi Li ntPon, ePh.oD., phasl be een a national advocate for report – to share this publica - people with disabilities, changing perceptions and policies through her books, films, tion with colleagues. research, and consulting. To make an online gift to the School of Education and “Although there has been enormous progress, disabled people as a group are continually struggling Human Development, go to: for basic rights,” said Linton in a November 8 talk at the University of Miami BankUnited Center www6.miami.edu/alumni/giving/ hosted by the School of Education and Human Development. “Many of us have put our lives on the line to create positive changes in society, and we need to continue that spirit in the future.” Editor: Marilyn Neff [email protected] More than 200 University of Miami faculty, students, staffers, and guests heard Linton speak on Writer: Richard Westlund “Disability in 21st Century America: Political, Social Production: Armenteros & Martin and Cultural Imperatives.” Linton also shared a Design Associates UMSOEHD 2013 © (story continues on next page) University of Miami School of Education and Human Development 5202 University Drive • Coral Gables, FL 33 146 • 305.284.3 711 To learn more about our School, please go to www.education.miami.edu.
    [Show full text]
  • Dyslexia Or Ld in Reading: What Is the Difference?
    DYSLEXIA OR LD IN READING: WHAT IS THE DIFFERENCE? Anise Flowers & Donna Black, Pearson Dyslexia or LD in Reading? TCASE 2017 Image by Photographer’s Name (Credit in black type) or Image by Photographer’s Name (Credit in white type) International Dyslexia Association Dyslexia is a specific learning disability that is neurological in origin. It is characterized by Dyslexia or LD in Reading: What difficulties with accurate and/or fluent word is the Difference? recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of Presented by effective classroom instruction. Secondary Anise Flowers, Ph.D. Donna Black, LSSP consequences may include problems in reading comprehension and reduced reading experience TCASE that can impede growth of vocabulary and January 2017 background knowledge. Presentation Title Arial Bold 7 pt 1 2 Dyslexia Identification and Services in Texas Dyslexia Definition (in Texas) Texas Education Code (TEC)§38.003 defines Texas Education Code (TEC)§38.003 definition: dyslexia and mandates testing and the provision of 1. “Dyslexia” means a disorder of constitutional instruction origin manifested by a difficulty in learning to State Board of Education (SBOE) adopts rules and read, write, or spell, despite conventional standards for administering testing and instruction instruction, adequate intelligence, and TEC §7.028(b) relegates responsibility for school sociocultural opportunity. compliance to the local school board 2. “Related disorders” include disorders similar to or 19 (TAC)§74.28 outlines responsibilities of districts related to dyslexia such as developmental auditory and charter schools in the delivery of services to imperceptions, dysphasia, specific developmental students with dyslexia dyslexia, developmental dysgraphia, and The Rehabilitation Act of 1973, §504, establishes developmental spelling disability.
    [Show full text]
  • UC Berkeley UC Berkeley Electronic Theses and Dissertations
    UC Berkeley UC Berkeley Electronic Theses and Dissertations Title The Disability Drive Permalink https://escholarship.org/uc/item/0bb4c3bv Author Mollow, Anna Publication Date 2015 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California The Disability Drive by Anna Mollow A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in English in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Kent Puckett, Chair Professor Celeste G. Langan Professor Melinda Y. Chen Spring 2015 The Disability Drive © Anna Mollow, 2015. 1 Abstract The Disability Drive by Anna Mollow Doctor of Philosophy in English University of California Berkeley Professor Kent Puckett, Chair This dissertation argues that the psychic force that Freud named “the death drive” would more precisely be termed “the disability drive.” Freud‟s concept of the death drive emerged from his efforts to account for feelings, desires, and actions that seemed not to accord with rational self- interest or the desire for pleasure. Positing that human subjectivity was intrinsically divided against itself, Freud suggested that the ego‟s instincts for pleasure and survival were undermined by a competing component of mental life, which he called the death drive. But the death drive does not primarily refer to biological death, and the term has consequently provoked confusion. By distancing Freud‟s theory from physical death and highlighting its imbrication with disability, I revise this important psychoanalytic concept and reveal its utility to disability studies. While Freud envisaged a human subject that is drawn, despite itself, toward something like death, I propose that this “something” can productively be understood as disability.
    [Show full text]
  • Music and Disability Studies (Mus 7903)
    MUSIC AND DISABILITY STUDIES (MUS 7903) LOUISIANA STATE UNIVERSITY, COLLEGE OF MUSIC & DRAMATIC ARTS FALL 2013 instructor Dr. Blake Howe ([email protected]) M&DA 274 meetings Thursdays, 1:30–4:30 M&DA 273 office hours Thursdays, 12:30–1:30 prerequisite Students must have passed either the Music History Diagnostic Exam or MUS 3710. Blake Howe / Music and Disability Studies – Syllabus / 2 GENERAL INFORMATION COURSE DESCRIPTION Disability Studies is an emerging interdisciplinary field that supports the study of disability as a pervasive human condition and identity category subject to social, cultural, and political constructions. This seminar pursues various applications of this field to the study and performance of music, with topics covering disability’s profound role in shaping musical identities (especially those of composers and performers) and representations of disability within musical discourses and narratives. COURSE MATERIALS There is one required book for the course: Joseph N. Straus, Extraordinary Measures: Disability in Music (Oxford and New York: Oxford University Press, 2011). All other assigned readings will be available on Moodle or in the music library. If you would like to purchase additional books for your personal library, the following titles are recommended: Disability Studies Literature o Lennard Davis, ed., The Disability Studies Reader, 4th ed. (New York: Routledge and London, 2013). o Lennard Davis, Enforcing Normalcy: Disability, Deafness, and the Body (London and New York: Verso, 1995). o Rosemarie Garland-Thomson, Extraordinary Bodies: Figuring Physical Disability in American Culture and Literature (New York: Columbia University Press, 1997). o Simi Linton, Claiming Disability: Knowledge and Identity (New York and London: New York University Press, 1998).
    [Show full text]
  • GLQ 9.1-2 04 Mcruer
    As Good as it Gets: Queer Theory and Critical Disability McRuer, Robert, 1966- GLQ: A Journal of Lesbian and Gay Studies, Volume 9, Number 1-2, 2003, pp. 79-105 (Article) Published by Duke University Press For additional information about this article http://muse.jhu.edu/journals/glq/summary/v009/9.1mcruer02.html Access Provided by Middlebury College at 08/16/10 12:37AM GMT AS GOOD AS IT GETS Queer Theory and Critical Disability Robert McRuer In queer studies it is at this point a well-established critical practice to remark on heterosexuality’s supposed invisibility.1 As the heterosexual norm congealed during the twentieth century, it was the “homosexual menace” that was specified and embodied; the subsequent policing and containment of that menace allowed the new heterosexual normalcy to remain unspecified and disembodied.2 Although as early as 1915 Sigmund Freud, in his revised “Three Contributions to the The- ory of Sex,” declared that “the exclusive sexual interest of the man for the woman is also a problem requiring an explanation, and is not something that is self-evident and explainable on the basis of chemical attraction,” such observations remained— indeed, as Freud’s comments literally were—mere footnotes in the project of exca- vating deviance.3 Heterosexuality, never speaking—as Michel Foucault famously said of homosexuality—“in its own behalf, to demand that its legitimacy or ‘natu- rality’ be acknowledged,” thereby passed as universal love and intimacy, coexten- sive not with a specific form of opposite-sex eros but with humanity
    [Show full text]
  • Feminist Disability Studies
    Feminist Disability Studies: Theoretical Debates, Activism, Identity Politics, & Coalition Building Kristina R. Knoll A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2012 Reading Committee: Angela Ginorio, Chair Dennis Lang David Allen Shirley Yee Sara Goering Program Authorized to Offer Degree: Gender, Women, & Sexuality Studies Department © Copyright 2012 Kristina R. Knoll Abstract Feminist Disability Studies: Theoretical Debates, Activism, Identity Politics & Coalition Building Kristina R. Knoll Chair of the Supervisory Committee: Associate Professor Angela Ginorio Gender, Women, & Sexuality Studies Department Through two intellectual and activist spaces that are fraught with identity politics, people from feminist and disability studies circles have converged in unique ways that have assisted in addressing the gaps in their respective fields. Although not all feminist disability studies scholars are comfortable with defining feminist disability studies or having an established doctrine that sets the field apart, my eleven interviews with people whose work spans feminist and disability studies demonstrates a presence of, and the need for, a feminist disability studies area of study. Utilizing feminist and disability studies literature and reflections by the participants, I argue that feminist disability studies engages with theories that may be contradictory and incomplete. This process has the potential to reveal power, privilege, and oppression, and therefore, it can provide opportunities for liberation. Methods in feminist disability studies emphasize the necessity of considering both disability studies and feminist perspectives while resisting essentialism in order to allow new identities to surface. In addition, feminist disability studies addresses why activism must be made accessible in order to fight ableism and to support work across identity-based groups.
    [Show full text]
  • Park Avenue Armory in Collaboration with the Studio Museum in Harlem Present Culture in a Changing America
    Park Avenue Armory in Collaboration with The Studio Museum in Harlem Present Culture in a Changing America Toshi Reagon, Marc Bamuthi Joseph, Tantoo Cardinal, Eisa Davis, Murielle Borst-Tarrant, Diana Oh, Becca Blackwell, Julie Mehretu, Saidiya Hartman, Tania Bruguera, Theaster Gates, Bill T. Jones, Lileana Blain-Cruz, and Tunde Wey Participate in the Third Annual Symposium Sunday, February 17, 2019 (New York—Updated February 11, 2019) – On Sunday, February 17, 2019, Park Avenue Armory launches its 2019 Interrogations of Form conversation series with the annual Culture in a Changing America symposium. This year marks the third iteration of the symposium, which invites an interdisciplinary group of artists, thinkers, activists, academics, and cultural trailblazers from across the city and beyond to gather and explore the state of culture in America today. The 2019 event is presented in collaboration with The Studio Museum in Harlem and will be the museum’s first year partnering in the symposium. Artistic explorations and multi-disciplinary conversations will take place in the Armory’s historic period rooms, including the Board of Officers Room, Veterans Room, and second-floor Company Rooms. The symposium will offer three Sessions throughout the day; Session One and Two feature two simultaneous tracks of keynote conversations and artist salons exploring the themes of Art & Identity and Art & Activism. Moderated by The Studio Museum in Harlem’s Director and Chief Curator Thelma Golden, Session Three offers a special key note conversation with choreographer, director, and dancer Bill T. Jones, the Kennedy Center’s Marc Bamuthi Joseph, visual artist Julie Mehretu, and musician Toshi Reagon centered on the state of American culture in the age of Trump, followed by a Music For Your Life performance by Toshi Reagon and BIGLovely.
    [Show full text]