This Nowness film features Christine Sun Kim, a deaf sound artist who challenges societal norms surrounding sound and strives to reclaim its ownership. It intrigued me how we, as able-bodied individuals, often overlook our abilities and prioritise our own experiences. Kim’s profound ability to convey this concept through visualising sound is remarkably impactful. In her performances, she possesses the power to determine the sounds created and their manner. There is a delightful essence to her work, and she discusses the liberation she experiences through performance. In this instance, she seizes control of a narrative and art form that frequently remains in the hands of the able-bodied population.
The UAL Disability Service webpage provides valuable insights into the support and guidance offered by UAL for students facing disabilities. It reframes the concept of disability, emphasising that it arises not from individuals but from the way our world is constructed. It highlights that it is the world, not the body or mind, that disables. This prompted reflection on the structure of my workshops and how I can present content and ways of learning for more diverse viewpoints. It also highlighted to me the resources available to help me continue to foster inclusivity in the workshop. This resource is an essential tool for creating a more inclusive learning environment.
https://www.arts.ac.uk/students/student-services/disability-and-dyslexia
The interview with Vilissa Thompson, discusses the lack of diversity and representation of disabled people, particularly people of color, in media and society. It highlights the harmful effects of this whitewashing, including the erasure of experiences and perspectives. The article emphasises the importance of intersectionality and inclusivity, calling for increased visibility and amplification of marginalised voices. This piece serves as a crucial reminder to challenge and dismantle the systemic barriers that perpetuate the exclusion of disabled individuals from the narrative, and prompts reflection on the need for diverse representation and the role each person can play in creating a more inclusive and equitable society.
This interview highlights the vital need to give space and recognition to voices that are often silenced or disregarded, a value I aspire to cultivate in my teaching, and in my own work. Davies (2019) emphasizes the importance of inclusive curriculum design for students with dyslexia. The key principle highlighted is that by eliminating barriers for all students, courses can provide support without relying on diagnoses or disclosure (referred to as ‘critical universal design’). This approach, which involves integrating inclusive strategies into the core of the curriculum, promotes intersectional approaches to curriculum design (Davies, 2019, p. 92). I feel this particularly relevant as Carys mentioned in a session, there is a notable difference in disability disclosure between International students and Home students.
https://www.huffpost.com/entry/confronting-the-whitewash_b_10574994?guccounter=1
“Deaf-accessibility for spoonies: lessons from touring Eve and Mary Are Having Coffee while chronically ill” by Khairani Barokka offers a poignant glimpse into the author’s journey as an artist grappling with chronic pain. Barokka highlights the tendency of society to dismiss invisible disabilities like chronic pain, underscoring the detrimental impact on mental well-being and artistic productivity. The paper underscores the importance of intersectional awareness, advocating for the inclusion and advocacy of deaf and disabled communities. It encourages the development of a compassionate approach to creative practices that can be readily applied within educational settings. It emphasises the importance of fostering an environment where students feel secure in expressing their needs, while urging educators to play a facilitating role by actively listening and supporting their students. By cultivating a caring atmosphere, both students and educators can collaborate harmoniously, allowing for a more inclusive and empowering learning experience
“A Note from Birds of Paradise” reflects Robert’s response to the articles published in the Terms of Reference Journal by SoN. Robert expresses both his professional and emotional reactions to the content. What resonates is his appreciation for the diverse experiences of disabled individuals showcased in the publication, countering the overly simplified and occasionally offensive portrayals in Western society. This recognition of unique experiences inspires a compassionate approach, prioritising active listening and amplifying the voices of those who have something to share. Robert believes that embracing the diversity of students’ experiences is crucial for cultivating a nurturing teaching practice.
In addition to embedded and individualised strategies, there are broader epistemological considerations. Problematic frameworks can arise when disabling mechanisms are perpetuated, such as when learning is solely based on verbal instruction, as is often the case in the physical workshops I teach in Book Arts. While I acknowledge that everyone can have blind spots and assumptions, as discussed by Patricia Devine (2012, p. 8), these can be revealed through de-biasing methods, more open discussion with students. Through research I am sure I will find that there are other essential approaches I can take to address the more intricate concepts of epistemological harm that may have occurred in my teaching practices.
By engaging students in various contexts and exploring the questions mentioned above, I aspire to foster an environment that encourages epistemic transgression and subversion. Jain (2022, p. 33), offers valuable insights into assessment practices, highlighting that inclusivity extends beyond material and infrastructural aspects. It involves reimagining temporalities and systems.
My approach and aims are intended to foster innovative ways of reimagining teaching and learning, ultimately leading to the dismantling of disabling mechanisms.
In the spirit of inclusivity, flexibility and multiple submission options, I have chosen to cite and reference sources within my text.
I personally find the disjunction between reading text, and later finding the source to refer back to after sometimes paragraphs of reading incredibly disruptive and confusing and prefer to have the source material directly linked at the site of reference.
You can read my comments on another post of this theme here
Hi Tilly!
I really enjoyed reading your blog post, you make such good points. I didn’t realise there was a difference between home and international students in terms of disability disclosure, I’m interested to know more and will read the articles you mentioned.
I’ve been trying to integrate inclusive strategies into the curriculum, from the resources I use during a session, to how sessions, assessment, and feedback provision are designed. Your experience with the disjunction between text and citation made me consider ways I can improve my own resources!
Hi Tilly,
I can definitely see how students from different backgrounds can disclose their disabilities or struggles differently. I do feel that international students feel more shy to request help and sometimes do it in an apologetic way. It does make me think about how approachable I am perceived and that is something I want to try to work on.
As technical staff we are the first point of contact for many students and I hope they feel safe and hear dint he workshop environment. How to create such an environment is definitely a challenge and something we should keep on our minds all the time.
Your point about the citation and links is also a good one. We are sometimes forced to follow standards that are there for consistency but are not necessarily thought about in the angle of accessibility. Good point!