Keywords
peaceful pedagogy
disability
social justice
educational transformation
How to Cite
Abstract
This study examines inclusive artivism as a critical practice that integrates art, pedagogy, and political action in support of social justice, cultural accessibility, and the meaningful participation of persons with disabilities in educational and artistic settings. Based on a theoretical review and a critical-hermeneutic analysis of interdisciplinary literature related to critical pedagogy, disability studies, inclusive art, and peace education, a conceptual model composed of six interrelated components is proposed: inclusive artivism, critical pedagogy, art and activism, participatory methodologies, bodies in resistance, and accessible digital technologies. The model posits that artistic practices can function as spaces for critical reflection, cultural production, and social transformation, challenging ableist structures embedded in both educational and cultural contexts.
In addition, the study examines the role of digital technologies, as well as collaborative methodologies in broadening forms of accessibility, representation, and cultural participation. From this perspective, inclusive artivism is not limited to adapting art for persons with disabilities; rather, it proposes rethinking the social, pedagogical, and cultural conditions that have historically restricted their participation. It concludes that the model contributes to strengthening pedagogical and artistic approaches aimed at cultural democratization, functional diversity, and the development of more accessible, participatory, and socially inclusive educational spaces.
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