Accessibility as Aesthetic in Broadcast Media: Critical Access Theory and Disability Justice as Project-Based Learning

Jones, Chelsea Temple; Collins, Kim; Zbitnew, Anne

doi:10.1177/10776958211000198

Cited by 8 publications

(3 citation statements)

References 39 publications

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“…Yet familiar excuses continue to abound across multiple settings and contexts for why people cannot provide these services (Lyngbäck et al, 2021). Disparities also persist in access to captioning resources, sustained in part by purely "optical" use of such tools-i.e., using them only to give the surface impression of ethical conduct rather than upholding the deeper spirit of same (Jones et al, 2021).…”

Section: Going Remotementioning

confidence: 99%

Same Old New Normal: The Ableist Fallacy of “Post-Pandemic” Work

Nowakowski

2022

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The ongoing Covid-19 pandemic has catalyzed long-needed changes in accessibility and flexibility for work tasks. Disabled and chronically ill people have often experienced unprecedented inclusion during this time. As someone who is both disabled and chronically ill, I have experienced this firsthand. My work as a medical educator, public health program evaluator, and community advocate has been more accessible in recent months than at any prior time. As the pandemic escalated in early 2020, people readily embraced a “new normal” that would allow them to sustain their own livelihoods while staying as safe as possible. Yet even as Covid-19 cases increase sharply both locally and nationally with the spread of the Delta virus variant, many abled people from both my institution and others increasingly demand a return to pre-pandemic practices. The “normal” state for which abled individuals ardently long violates the basic human rights of disabled and chronically ill people. This desire for “normalcy” is fueled by false notions of the pandemic being over. It remains preferred by many for the sake of their own comfort—even though sustaining the inclusive approaches to collaboration introduced during the pandemic often requires little effort and offers advantages for abled people as well. This experiential piece describes ableist implications of seeking “post-pandemic” work environments—and how these constitute “generic processes” in the reproduction of ableism—using both oral history from the author and emerging literature from fellow scholars. In response, it recommends inclusive strategies for anti-ableist work collaboration that achieve justice in accessibility while fostering a welcome sense of normalcy for all.

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Section: Going Remotementioning

confidence: 99%

Same Old New Normal: The Ableist Fallacy of “Post-Pandemic” Work

Nowakowski

2022

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“…The results supported that the model enhanced students' media literacy skills. Jones et al (2022) conducted project-based learning that allowed the collaboration of disabled media-makers with students. The pedagogy facilitated creative, collaborative access planning in each production and enhanced students' technical skills and attitude.…”

Section: Application Of Other Teaching Methodsmentioning

confidence: 99%

Design Thinking as an Innovative Teaching Method for Media and Communication Courses

2022

ShodhKosh J. Vis. Per. Arts

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The objective of this research is to show how to design, implement, and establish how and why the Design thinking-based innovative teaching method is more effective. Following an action research method, a design thinking-based innovative pedagogy was introduced among the first-year postgraduate media students to teach a few modules of the course 'Television and Video Production'. An ill-defined story idea for an animated sci-fi television series was presented to student groups, and they were asked to develop upon the idea as well as provide some creative solutions to the problems. The entire activity was carried out in five different stages, such as Empathize, Define, Ideate, Prototype, and Test. At the end of the activity, the effectiveness of design thinking as an innovative method was analyzed. The findings suggest that design thinking was effective in imparting 21st-century skills, such as empathy, critical thinking, problem-solving, collaboration, creativity, and innovation.

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“…So rather than asking how technology might improve disabled people's assimilation into a hegemonic order, we ask, "How might centering misfits in technology development and use enhance disabled people's access to art, culture, and life itself?" Disabled people's experiences with technology and access are contingent upon various sociomaterial facilitators and barriers (e.g., income, existing infrastructure, histories of spaces) that are felt unevenly among users, meaning that disabled people are subjects of widespread and multilayered digital divides (Jones et al, 2021(Jones et al, , 2022. From this angle, we might think of disabled artists as on the frontlines of human-technological intra-actions and as such, as having insight into the political problematics and possibilities of these relationalities, and specifically in striving for access while stretching toward the aesthetic.…”

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confidence: 99%

Misfits Meet Art and Technology: Cripping Transmethodologies

Rice,

Chandler,

Shanouda

et al. 2024

Cultural Studies ↔ Critical Methodologies

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This article thinks with disability theory and artistic praxis to explore how disabled artists repurpose and invent technologies in artistic processes designed to enact care and access, extend embodiment, satiate the senses, and create crip culture. Drawing on four examples, we claim that disabled artists are creative technologists whose non-normative culture-making practices approach accessibility as a transmethodological process that requires and generates new forms of interconnected technology and artfulness. Disabled artists, as “creative users,” change the uses and outcomes of technology, dis-using technologies in ways that lead to a more dynamic understanding of access and with it, of crip cultures as processual, artful, and political.

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Accessibility as Aesthetic in Broadcast Media: Critical Access Theory and Disability Justice as Project-Based Learning

Cited by 8 publications

References 39 publications

Same Old New Normal: The Ableist Fallacy of “Post-Pandemic” Work

Same Old New Normal: The Ableist Fallacy of “Post-Pandemic” Work

Design Thinking as an Innovative Teaching Method for Media and Communication Courses

Misfits Meet Art and Technology: Cripping Transmethodologies

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