Enquiring for Expressing Identity within Art Courses in Conventional Classes from the Diversity and Inclusion Perspective

Abstract

The multiplication of identity defining spaces in our globalized and technological society can generate tensions for individuals who are in a situation of negotiating, in different contexts, multiple identities that are sometimes perceived as incompatible (Beauregard, 2019). Indeed, each individual has several identities - these being flexible and evolving -, being at the intersection of several types of diversity, even if he is the only representative of his "category" (Ginzburg, 2003). These identities are expressed differently in the different spheres of his work and life, including school, and in each of the school subjects, including the arts. This text aims to discuss - in the context of the visual arts - the expression of identity from a perspective of diversity and inclusion. Therefore, the articulation and adaptation to the context of individual identities will be addressed, and especially the interactions between individual and social identity (Descombes, 2017). The fine arts discipline is examined as a privileged terrain of expression (Lemonchois, 2011) and sharing of sensitive experience (Rancière, 2000). How can this space of intersubjective dialogue lead to better understanding between individuals, to greater inclusion of individual diversity and multiple identities, and ultimately to an improvement in coexistence? These are the aspects mainly explored in this article.