The transformative-learning potential of feminist-inspired guided art gallery visits for people  diagnosed with mental illness and addiction

Abstract

Consciousness-raising practices at the heart of feminism remain one of the most vital components of transformative learning theory and provide the foundation for its constructivist underpinnings. Recently, there has been a call for educators to employ consciousness-raising practices outside of traditional classroom settings and to focus greater attention on the ‘extra-rational’ aspects of education – especially when working with marginalised adult learners. This is very much in keeping with engaged feminist pedagogy that allows space for emotions in learning. Reflecting on our experiences facilitating access to art programmes with people diagnosed with mental illness and addiction at the Art Gallery of Ontario, we highlight several examples of gender-related consciousness-raising that emerged. These experiences suggest that exploring mental illness through engagement with art in a social setting allows participants to deepen their understanding of art and the political implications of their life experiences. These tours also seem to serve as a powerful counterpoint to more clinical and masculine ways of framing mental health and well-being. Ultimately we argue that it is our explicitly feminist approach to transformative learning and not the existence of accessibility programmes themselves that holds the promise of redefining what and who museums are for.

Keywords:

• Transformative learning
• feminism
• art gallery
• consciousness-raising
• modern art
• mental health
• intersectionality
• pedagogy
• education

Notes

1. In 2010, the AGO received support from the Garfield Weston Accessibility Program (GWAP) for a 3-year pilot project. Between 2010 and 2013, more than 200 clients or patients and their mental health care workers visited the AGO for tours led by Education Officers. The AGO continues to offer the tours as part of our Access to Art programmes. In a recent three-year pilot programme supported by the Elia family, the AGO has connected long term care residents with youth art ambassadors as part of a multigenerational approach to art making. The youth volunteers are specifically trained using constructivist learning theory and touring methodology. To date, over 400 long-term care residents have participated.

2. The Art in the Moment programme is designed specifically for people living with Alzheimer’s and for those who care for them. These tours last ~60 min and members of our education team usually focus on artworks that spark conversation through the use of open-ended questions and reminiscing activities.