Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/28032
Title: Queering our pedagogy: Advancing the training of creative arts therapists
Contributor(s): Edwards, Jane  (author)orcid 
Publication Date: 2019-04
DOI: 10.1016/j.aip.2019.05.007
Handle Link: https://hdl.handle.net/1959.11/28032
Abstract: The curriculum design within creative arts therapy courses is often strongly linked to accreditation. Accountability for reference to marginalised and outsider populations can be pushed to one side in favour of a focus on knowledge of diseases and disorders; avoiding attention to the secondary problems that arise for people when the burden of disease of diagnosis of a disorder bring the additional challenge of having to live in a society that is designed for the able bodied. Similarly without attention to the challenges of outsider status in society which include greater burden of mental distress, and decreased quality of life, therapists in training are ill-prepared for the complexity of practice (Bain et al., 2016; Talwar, 2010). Queering the curriculum is one way to ensure students have access to information and self-reflection that allow them the readiness and openness to work with people from all walks of life; engaging through queer identity or the position of ally (Baines & Pereira, In press).
Publication Type: Journal Article
Source of Publication: The Arts in Psychotherapy, v.63, p. A1-A2
Publisher: Elsevier Ltd
Place of Publication: United Kingdom
ISSN: 1873-5878
0197-4556
Fields of Research (FoR) 2008: 190408 Music Therapy
160806 Social Theory
Fields of Research (FoR) 2020: 420103 Music therapy
441005 Social theory
Socio-Economic Objective (SEO) 2008: 930302 Syllabus and Curriculum Development
Socio-Economic Objective (SEO) 2020: 160301 Assessment, development and evaluation of curriculum
HERDC Category Description: C4 Letter of Note
Appears in Collections:Journal Article
School of Humanities, Arts and Social Sciences

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