In the current upswell of interest in data visualization and infographics among visual arts educators there has not been sufficient reflection on the ideological baggage and policy implications of information presented as reliably neutral and factual. Such presumptions have been challenged by conceptualist artists for many decades, and particularly by disabled artists in the last decade, whose experiences with medical and assistive technology, and institutions more broadly, have led them to question the neutrality of communication. In this piece, I draw on the work of recent and contemporary artists, with an emphasis on both D/deaf artists and disabled sound artists, to suggest a starting point for art teachers who might seek to use art to problematize institutional uses and abuses of information.
In every case, copyright of work appearing in JCT is retained by the author. In accordance with its mandate to promote discussion on matters of curriculum, the Foundation for Curriculum Theory permits limited reproduction of parts of JCT. Individual articles may be reprinted for educational purposes, provided that no fees (other than copying costs) are charged.
For information regarding more extensive copying or reproduction for other purposes, contact:
editors@jctonline.org
