Browsing by Author "Sarenius, Andra"

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Masking: The Constant State of Seeking and Becoming
(2022) Sarenius, Andra
School of Arts, Design and Architecture | Bachelor's thesis
The bachelor thesis examines autism and masking experience. Masking is a multifaceted and multidimensional phenomenon that manifests itself as a specified behavior in social interactions between neurodiverse and neurotypical people. At the core is the desire to adapt and belong. Masking is typical behavior for all neurodiverse people, but in this thesis, masking will be looked at from the perspective of autism. The research seeks an answer to how to give physical forms to masking through arts-based research methods. What kind of roles and masks do we play in a social situation? How can art education support the recognition of differences and thus their acceptance? The research method is autoethnographic and phenomenological. The theoretical section opens the key concepts about autism and masking, discussing public beliefs about the nature of autism and the associated societal attitudes through it. In the production part, the distinct stages of masking are divided into three categories, in which physical forms are interpreted through personal experience. The reflection took place in the framework of critical disability studies, noting the opportunities art education has for creating safer study environments for people with hidden disabilities. This study serves as part of a discussion on the inclusive nature of the learning environment, with the aim of enabling the creation of a safe space for diverse students. The potential for re-imagining teaching was found in the frame of reference for crip and neuroqueer theories. Crip and neuroqueer theories provide models for neurodiverse people to deconstruct internalized ableism, criticizing the structure of neurotypical norms and the ways in which it is viewed. These theories made it possible to reflect on and question the difference and the relationship perceived as normal.
Neurodivergence as a sight of knowledge- Biographic insight into autistic and ADH art educators practices
(2024) Sarenius, Andra
School of Arts, Design and Architecture | Master's thesis
In this thesis, I explore the biographical narratives of autistic and ADHD art teachers and their professional identity compared to neurotypical teachers. Using biographical interviews, I examine the visibility of neurodivergence in the workplace, the need for special support, and the impact of structural ableism. My position as an autistic art teacher is also discussed. This thesis is situated within the critical disability education discourse and the neurodiversity paradigm, using Nick Walker's (2021) neuroqueer theory instead of medical terminology. The data consists of three biographical interviews analyzed using the narrative interpretation method (BNIM). The interviews focus on how neurodivergence affects art teachers' work, including teaching mechanisms, well-being, recovery, and support. The thematic analysis identifies strategies for autistic and ADHD art teachers to balance work, manage regulation strategies, seek employer support, and avoid work fatigue. Through this study, I aim to shed light on the specific challenges and strengths that neurodivergent art teachers face, highlighting the importance of recognizing neurodiversity as part of cultural and social identity ethics. By doing so, the research advocates for increased autonomy and visibility of neurominorities as narrators of their own experiences. In conclusion, I discuss the structural changes needed for neurosafe teaching spaces in art education and compile neuroqueer pedagogical tools for practical application. These tools and insights contribute to a more inclusive and supportive environment for neurodivergent educators, promoting their well being and professional effectiveness.