Addressing Ableism and Sanism in Art and Design Educa4on October 29, 2020 FADY: Alright. So good morning everyone. Thank you for coming to the second workshop about Ableism and Sanism in art and design educa@on. We have started recording. There are four people here who are going to kind of take us through this workshop. My name is Fady, I use he/ him pronouns. We also have Claire. Claire if you want to come and say hi. CLAIRE: Hi, I'm Claire. I used she/her pronouns. And Fady Did you email it to me? FADY: I sent it to you in the chat, in me, you, and Mariela's chat. CLAIRE: so I don't see it yet, but ok But OK thanks. FADY: And Mariela. MARIELA: Hi everyone, my name is Mariela and I use she/her pronouns. FADY: And Jennifer. JENNIFER: Hi everyone, I'm Jennifer and I use she/her pronouns as well. FADY: Awesome, so we're going to get right into it by star@ng with the you've seen this before. This is how you kind of organize yourself on teams. We'll be using the chat for some of the ac@vi@es. Please remember to mute and if you'd like to turn on cap@ons, you can do that by clicking on the three buTons there called "more ac@ons", and selec@ng the "turn on CC for live cap@ons". Alright, this is the Land Acknowledgement. OCAD University acknowledges the ancestral and tradi@onal territories of the Mississaugas of the credit, the Haudenosaunee, the Anishinaabe, and the Huron-Wendat, who are the original owners and custodians of the land which we live, work and create. The eXperience of colonialism is also about eXperiences of eXclusion and violence in higher educa@on. And the history of this ins@tu@on is implicated in violence against Indigenous people. This history has caused trauma. It has disabled indigenous people dispropor@onately, and our commitment to holis@c learning is also our commitment tp an accessible and equitable learning space. And these things are all @ed together. We wanna do a kind of short access check-in. So we understand "access" to be a shared responsibility and you'll hear that term throughout the presenta@on today. We'll strive to create a place where you don't have to disclose a disability or an impairment in order to get an accommoda@on or to par@cipate in the session, and in doing this we hope to kind of welcome disability and the changes it brings. You'll also hear that in the discussion, So if there's anything we can do about the technology or the setup or the way that we're about to go through things that can make it more accessible, please let us know. Claire or Mariela, we're also going to add all four of our emails to the chat so you can email us at any point if you'd like to talk to us privately during the session. And you can also of course use those emails later on to communicate with us. So maybe I'll just pause for 30 seconds and ask if anyone would like to change the setup in any way. OK man, silence is so nice it's so rewarding. Especially on zoom calls. I hope you enjoy that. Even some people might have found that anXiety inducing, but I thoroughly enjoyed that. Alright we are going to be doing something called shared notes throughout the session. We're going to take this opportunity to kind of prac@ce shared notes and something that you poten@ally could use in your class so you can actually -Claire or Mariela is going to share the link to the shared note Doc in the chat. Please go to it. We're going to need it for the first discussion and you can see that Annie and Tori, who are part of the FCDC, are going to actually prac@ce shared notes with us. You can also hOp on to one of those un@tled pages You don't have to write your name there, but if you'd like to see what it might look like might look like to kind of take notes while doing a session like this, some@mes we forget how both compleX it is for some folks to take notes on how easy it is for others. So you can prac@ce doing shared notes and we'll see in the end you know what we come up with and if we only have Annie and Tori's eXamples that's totally fine. They'll have essen@ally taken notes for the whole classroom. I wanna also say that, we said this last @me, that we want to make sure that we're not focusing on language. People confuse variety of language to describe their eXperiences. You know, people with disabili@es, disabled people, mad people, people with mental health issues, psychiatric differences. The language is a lot, and we're not here to police people's language. So let's focus on like the depth rather than the surface level things. It would be great if we don't have parallel conversa@ons in the chat. Please do ask ques@ons if you want to or ask for things that you need in the chat. Finally, let's all remember that we all have different eXperiences and levels of familiarity with these topics, and so people might ask ques@ons that we might think are beginner level or eXpert level, and let's welcome all of it in this session. Alright, so let's start with a ques@on. You can again do this in the group discussion on the shared notes, and the ques@on is: why do you think the number of students registered with SAS con@nues to rise year a_er year? We'll do that in the shared document. Will take me about two or three minutes to do that, and then I'm going to ask people to either chime in or all the things off of the shared doc. We're geng some really great answers in the group discussion here. There's less s@gma around disability, so students are more likely to disclose. the academic communi@es are increasingly accommoda@ng, There's more technology, and so therefore more I'm guessing it means that there might be more need for accommoda@on. Someone said there's increased class sizes, which means less student engagement, which leads to a disconnect and students feel alienated. And someone said they're acknowledging their educa@onal learning learning trauma. More students are geng support in secondary. Awesome, does anyone want to unmute and say more about their why they think there are more students registered? Year a_er year. That's fine, so I think we do have a sense of like there's both a An increase in students abili@es to advocate for themselves and request what they need. But then there's also like a structural issue, right? Systemic issue in how students are learning now that's very different. And I think those both things are true. It's interes@ng to me to think why do students need to register and I have a sense that they need to register because spaces are becoming increasingly inaccessible, and so what would that mean for us as faculty and as staff in crea@ng more accessible classrooms so students don't have to register as much with SAS. So just a quick recap from the last @me we defined "ableism" and "sanism", these kind of systems of oppression that are very are very much part of our in design educa@on or part of our world in general. We just got their presence in art and design educa@on and we talked about very simple things like deadlines as you know, being very neurotypical, requiring a set amount of @me, we talked about the pain@ng horse as like this representa@on of symbol of who belongs in art and design educa@on. We spent some @me unpacking the trope of the talented but troubled ar@sts and we discussed the role of outsider art and kind of dividing the community and saying who is part of it, what they can produce, what value their their art has. So this is some of the learning outcomes for this session we want to define and describe the differences between accommoda@ons and Accessibility. We want to describe and analyze the numbers at OCAD, eXplain the benefits and limita@ons of UDL approach or universal design for learning. And describe and determine kind of the best strategies and this will be a collabora@ve process that we take into. Alright, so this is an image that you'll have seen. There's three images on the screen like equity -Oh sorry, equality, accommoda@on, Accessibility. The first one has three people standing at the board, all star@ng from the same place. The second one has a ramp and a step up, and the third one the board has been eXpanded. You'll have seen this image in other conteXts. Something to do with baseball. I'm sure we brought into the educa@on space to hopefully give us a liTle more. Our conteXt. Reflec@ng on the images that you see I wonder if you think these are truthful representa@ons, and I wonder if you think something is missing and what that might be.