In the details: the micro-ethics of negotiations and in-situ judgements in participatory design with marginalised children

Spiel, Katta; Brulé, Émeline; Frauenberger, Christopher; Bailley, Gilles; Fitzpatrick, Geraldine

doi:10.1080/15710882.2020.1722174

Cited by 24 publications

(26 citation statements)

References 50 publications

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“…It requires learning (anew) to trust the processes of participation, of engagement, and one's own capacities through this transformation (De Jaegher et al 2017;De Jaegher 2021). Some parents know this: they engage and participate sensitively (see for instance the study of dialogue between a mother and autistic child in Sterponi and Fasulo 2010), and some researchers confront the dilemmas of ethical participation head-on (e.g., Spiel et al 2020). This shift is necessary, in a knowledge landscape where (still dominant) deficit-based approaches to autism do not take the lived experience of autistic people into account (Bervoets and Hens 2020), and where autism research is often uncritically unaware of various intersectionalities (Brown et al 2017).…”

Section: Discussionmentioning

confidence: 99%

Enactive Ethics: Difference Becoming Participation

Paolo

Jaegher

2021

Topoi

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Enactive cognitive science combines questions in epistemology, ontology, and ethics by conceiving of bodies as open-ended and mutually transforming through activity. While enaction is not a theory of ethics, it can contribute to its foundations. We present a schematization of enactive ideas that underlie traditional distinctions between Being, Knowing, and Doing. Ethics in this scheme begins in the relation between knowing and becoming. Critical of dichotomous thinking, we approach the questions of alterity and ethical reality. Alterity is relevant to the enactive approach, but not in the radical sense of transcendental arguments. We propose difference, instead, as a more generative concept. Following Simondon, we see norms and values manifest in webs of past and future acts together with their potentialities for becoming. We propose a transindividual concept of moral attunement that includes ethical know-how and consciousness raising. Through generative difference and attunement to configurations of becoming, enaction underpins an ethics of participation linking virtue ethics and ethics of care.

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Section: Discussionmentioning

confidence: 99%

Enactive Ethics: Difference Becoming Participation

Paolo

Jaegher

2021

Topoi

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“…van Dijk et al 2019, see also Parsons et al 2017, Fletcher-Watson et al 2018, Parsons et al 2020. Such approaches unearth the micro-ethics of this kind of practice, and naturally go together with critical reflections on empathy, which-if understood as inferring another's intentions-risks being one-directional and thereby over-determining people's needs (Spiel et al 2017(Spiel et al , 2019(Spiel et al , 2020.…”

Section: Engaging Epistemologymentioning

confidence: 99%

Seeing and inviting participation  in autistic interactions

Jaegher¹

2020

Preprint

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What does it take to see how autistic people participate in social interactions? And what does it take to support and invite more participation? Western medicine and cognitive science tend to think of autism mainly in terms of social and communicative deficits. But research shows that autistic people can interact with a skill and sophistication that are hard to see when starting from a deficit idea. Research also shows that not only autistic people, but also their non-autistic interaction partners can have difficulties interacting with each other. To do justice to these findings, we need a different approach to autistic interactions—one that helps everyone see, invite, and support better participation. I introduce such an approach, based on the enactive theory of participatory sense-making and supported by insights from indigenous epistemologies. This approach helps counteract the homogenising tendencies of the “global mental health” movement, which attempts to erase rather than recognise difference, and often precludes respectful engagements. Based in the lived experiences of people in their socio-cultural-material and interactive contexts, I put forward an engaged—even engaging—epistemology for understanding how we interact across difference. From this perspective, we see participatory sense-making at work across the scientific, diagnostic, therapeutic, and everyday interactions of autistic and non-autistic people, and how everyone can invite and support more of it.

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“…At the time most of the field study and interviews were conducted (2014-2018), approval by an ethics committee was not required by our university. We thus established our own ethical vetting process, consistent with approaches developed for participatory design [19,49]. We commonly established a set of ethical principles (e.g., participation of the researcher to professional tasks consistent with her skills, open source design), as well as a process to report and cross-check findings with the people interviewed.…”

Section: Ethicsmentioning

confidence: 99%

”Beyond 3D printers”: Understanding Long-Term Digital Fabrication Practices for the Education of Visually Impaired or Blind Youth

Brulé

Bailly²

2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

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Fig. 1. Although digital fabrication did not replace traditional techniques for producing accessible tactile media, laser cutting was promptly adopted for creating educational tools and accessories such as [a] this conversion table with braille cubes, replacing some tactile transcription and this accessible square; or [b] representations of concepts with rich textures, here a puzzle circulatory system. 3D printing has a narrower range of applications: while professionals adopt it for some manipulable representations of space, such as [c] a model of a street block, printed complex 3D representations are not often needed, less agreeable to manipulate, and examples such as [d] tactile globes could not be designed or printed internally. Finally, electronic prototyping platforms can augment representations or teaching tools to support students' engagement, like [e] interactive tactile books using a Lilypad controller. However, interactive projects are difficult to maintain, require skilled volunteers and remain at the periphery of practices.Disability professionals could use digital fabrication tools to provide customised assistive technologies or accessible media beneficial to the education of Blind or visually impaired youth. However, there is little documentation of long-term practices with these tools by professionals in this field, limiting our ability to support their work. We report on such practices in a French organisation, providing disability educational services and using digital fabrication since 2013, for six years. We trace how professionals defined how digital fabrication could and should be used through a range of projects, based on pedagogical uses and the constraints in creation, production and maintenance. We outline new research perspectives going beyond 3D printers and its promises of automation to embrace hybrid approaches currently supported by laser cutters, the learning and documentation process, and the production of accessible tactile media at a regional or national scale.CCS Concepts: • Human-centered computing → Empirical studies in accessibility; Accessibility; Empirical studies in collaborative and social computing; Field studies; • Social and professional topics → People with disabilities.

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In the details: the micro-ethics of negotiations and in-situ judgements in participatory design with marginalised children

Cited by 24 publications

References 50 publications

Enactive Ethics: Difference Becoming Participation

Enactive Ethics: Difference Becoming Participation

Seeing and inviting participation  in autistic interactions

”Beyond 3D printers”: Understanding Long-Term Digital Fabrication Practices for the Education of Visually Impaired or Blind Youth

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In the details: the micro-ethics of negotiations and in-situ judgements in participatory design with marginalised children

Cited by 24 publications

References 50 publications

Enactive Ethics: Difference Becoming Participation

Enactive Ethics: Difference Becoming Participation

Seeing and inviting participation in autistic interactions

”Beyond 3D printers”: Understanding Long-Term Digital Fabrication Practices for the Education of Visually Impaired or Blind Youth

Contact Info

Product

Resources

About

Seeing and inviting participation  in autistic interactions