Harvard Educational Review
  1. Spring 2013 Issue »

    Expanding Our Vision of Museum Education and Perception

    An Analysis of Three Case Studies of Independent Blind Arts Learners

    SIMON HAYHOE
    In this study, Simon Hayhoe investigates the experiences of blind museum visitors in the context of the relationships between the artworks they learned about in museums, those they experienced when younger, and the social, cultural, and emotional influences of their museum experiences. The three case studies he presents support his hypothesis that, for blind visitors, proximity to works of art is at least as important as perceiving the art itself. This finding questions Gombrich’s theory of the economy of vision and Jay’s theory of scopics and supports the notion that exclusion from art in this context is more passive than active.

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    Simon Hayhoe is a member of the faculty at Sharjah Higher Colleges of Technology (United Arab Emirates) and a Centre Research Associate at the London School of Economics (U.K.). His work has focused on blindness and visual culture, blindness and education, grounded theory, disability culture and epistemology and, most recently, analysis of cultural attitudes toward disabled people in Arab countries and developing methodology. His most recent publications include Grounded Theory and Disability Studies (Cambria Press, 2012), “The Development of a Sustainable Disabled Population in the Countries of the Cooperation Council for the Arab States of the Gulf,” in Global Sustainable Communities Design Handbook (Elsevier, forthcoming), and “Towards an Inter-Cultural Dialogue on Disability between Arab Muslims and Western Christians,” in Intercultural Communication with Arabs (Macmillan Palgrave, forthcoming). Prior to working in his current post, Hayhoe was a fellow at the Metropolitan Museum of Art in New York, funded by a Fulbright All Disciplines Scholars Award.
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    Spring 2013 Issue

    Abstracts

    Foreword: Exploding Parameters and an Expanded Embrace
    A Proposal for the Arts in Education in the Twenty-First Century
    STEVE SEIDEL
    Editors’ Introduction
    Expanding Our Vision for the Arts in Education
    Edward P. Clapp and Laura A. Edwards
    Expanding Our “Frames” of Mind for Education and the Arts
    JENNIFER S. GROFF
    Expanding Our Vision of Museum Education and Perception
    An Analysis of Three Case Studies of Independent Blind Arts Learners
    SIMON HAYHOE
    Universal Design for Learning and the Arts
    Don Glass, Anne Meyer, and David H. Rose
    Graphica
    Comics Arts-Based Educational Research
    STEPHANIE JONES AND JAMES F. WOGLOM
    Why the Arts Don’t Do Anything
    Toward a New Vision for Cultural Production in Education
    RUBEN A. GAZTAMBIDE-FERNANDEZ
    Afterword: The Turning of the Leaves
    Expanding Our Vision for the Arts in Education
    MAXINE GREENE

    Book Notes

    The Learner-Directed Classroom
    Diane B. Jaquith and Nan E. Hathaway (Editors)

    Critical Aesthetic Pedagogy
    Yolanda Medina

    Hip Hop Genius
    Sam Seidel

    Design and Thinking
    Mu-Ming Tsai (Director)

    Changing Lives
    Tricia Tunstall

    Art Education Beyond the Classroom
    Alice Wexler (Editor)