Dear Colleagues, please consider submitting a proposal before April 26, 2024 Histories of Disability, the Arts and their Education – intersectional and international perspectives Call for Chapter Proposals Edited by Claire Penketh and Alice Wexler, this book will examine a range of historical perspectives that intersect disability, race, class, gender, and geography in histories of the arts and their education. The arts are frequently aligned with inclusive pedagogies and practices yet critical engagements with disability, disability studies and the role of disabled people have remained tangential to readings of historical and archival material. Based on the premise that disability has been under examined in historical accounts of the arts in education, the book recognises the effects of intersecting social and cultural factors such as race, gender, geography, and class as well as the dominance of Western perspectives in accounts of the subject’s history. Building on A History of Disability & Art Education (Penketh, 2023), this edited volume aims to bring a range of international and intersectional perspectives to the historical relationship between disability, the arts and education’s colonial past. Historical perspectives offer an opportunity to engage with previously unexamined archival material, narratives of learners, teachers and artist/activists as well as institutional histories. Whilst the focus of this work is on histories of the arts, education and disability, the editors encourage prospective authors to consider the implications of their work for our futures. Proposals may consider but are not limited to the following: - How has whiteness in the arts affected disabled artists, artist/teachers, students and teachers who are BIPOC (Black Indigenous and People of Colour)? - How has the emergent awareness of disability as included in oppressed populations highlighted and interrogated histories of the arts and special education? - How might Indigenous pedagogy, practices, and research illuminate the limitations of Western histories of disability and arts-based education? - How might educators conducting academic historical research re-examine their assumptions and unconscious behaviours about minoritized identities as objects of study with their own truth and reality? Initial chapter proposals should be 500 words and should make the intersectional and international relevance of the work explicit. This should be submitted with a brief author bio of no more than 150 words. Please submit your proposal to Claire Penketh (penketc@hope.ac.uk) on or before Friday 26th April 2024. Final chapters will be submitted on or before 1st May 2025. -- Alice Wexler, MFA, Ed.D. Professor Emerita, Art Education SUNY New Paltz Pronouns: She/her/hers see my author page, https://www.amazon.com/author/alicewexler <https://www.amazon.com/gp/f.html?C=Z9SQXHR9LXA4&M=urn:rtn:msg:20200412152207fcb30995e39c402c8d89c42fa2c0p0na&R=1H9E51YRI0YI&T=C&U=https%3A%2F%2Fwww.amazon.com%2Fauthor%2Falicewexler%3Fref_%3Dpe_1724030_132998060&H=EQXSUHHHIFJLF8QTYETGLEPACSWA&ref_=pe_1724030_132998060> Author of *Autism in a Decentered World* https://smile.amazon.com/Decentered-Routledge-Advances-Disability-Studies/dp/0815381883/ref=sr_1_1?keywords=autism+in+a+decentered+world&qid=1551909898&s=books&sr=1-1-catcorr Co-editor of *Bridging Communities through Socially Engaged Art*. https://smile.amazon.com/Bridging-Communities-Socially-Routledge-Advances/dp/0815396805/ref=sr_1_fkmrnull_1?keywords=bridging+communities+through+socially+engaged+art&qid=1556830291&s=books&sr=1-1-fkmrnull Co-editor of *Contemporary Art and Disability Studies*. https://www.amazon.com/Contemporary-Disability-Studies-Routledge-Advances/dp/0367203278/ref=sr_1_2?keywords=disability+studies+and+the+arts&qid=1581782028&s=books&sr=1-2