In this paper, we develop an expanded conception of listening as ‘being-with’ and explore this in the context of creative visual arts activities with people with learning disabilities. Through a series of textual and visual interlocutions between Inclusive Artist ‘Alice’, Social and Cultural Geographer ‘Hannah’ and members of the contemporary arts group ‘The Rockets’, we identify how an expanded conception of listening is practiced and the results it produce. Where listening for the Inclusive Artist includes an attentiveness to visual, verbal and gestural vocabularies of arts- based methods; the construction of conducive spaces for listening and voice with attuned collaborators and appropriate art materials; the use of art materials as ‘meeting points’, which enable a non-verbal conversation to take place and knowledge of how particular materials and practices can influence a person’s work and sense of themselves. The temporalities of these forms of expanded, attentive, curious listening are explored and concern is expressed about how they sit in opposition to the hasty demands for research with ‘impact’. We hope this paper provokes researchers to consider what it means to listen through arts-based methods, the crucial role of the facilitator and the temporalities of listening they are bringing into being
Mechanisms for listening and responding to students need to offer space for diverse voices and meaningful dialogue for greater student-staff partnership. This study explores the beneficial impacts and challenges of using creative pedagogical methods to support rich dialogue for module evaluation. A variety of evaluation activities were embedded throughout a postgraduate module, using creative materials and metaphorical reflective questions. Whilst there are logistical and perceptive barriers to adopting creative approaches, this paper demonstrates the beneficial impacts on both students' and staffs' experiences of learning and teaching, and the culture of partnership it develops. Deeper reflection and evaluation from students enabled inclusive student-staff dialogue. More nuanced and richer feedback allowed staff a responsive approach to module design, empowering the students and cultivating trusting student-staff relationships. Supporting the transferability of this practice across non-arts disciplines, principles for using discipline-specific materials and metaphors, for triggering reflection and evaluation are proposed.
In the social imagination, cyborgs often invoke visions of super-humans entangled with cutting-edge technology capable of surpassing the limits of the human body. However, the focus on futuristic high-tech hybrids often overlooks the challenges and demands of disabled people people who already experience life as cyborgs. Differently abled people are frequently under-or-un-represented within popular culture and media. And representation is often limited to super-abled tropes or redemption through technology. Video games are not exceptional in their representation of disabled people. This review will focus more intensely on how disability is depicted in the American dark future of Cyberpunk 2077. Ultimately recognizing that while this game could benefit from rendering its themes of interdependency, trust, maintenance, more salient for a general audience, Cyberpunk 2077 ultimately embraces a more robust representation of healthcare challenges and experiences of differently abled people than many other games featuring cyborgs.
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