This article explores visually impaired (vi) and blind students’ experiences of support as an undergraduate student in UK higher education (he) by focusing specifically on relationships and interactions between vi and blind students and support staff within Higher Education. Participants within this research show how their experiences highlight an uneven and often exclusionary Higher Education landscape. Constructions of disability and impairment show a complex relationship between support provision as it is offered and experienced. The findings overall suggest the experience of support is more than the placing together of student and support worker and concerns the management of this relationship, particularly around underlying assumptions about being vi. Support is not unnecessary or unwelcome, instead, the complexity of the relationship, the additional work associated with support experienced by these students, combine to shape academic experience.
Implementing inclusive education has proven problematic all over the world. The reasons are multiple, but one of them can presumably be related to the way students with disabilities are “created”, viewed, and responded to as “special education students” within schools. To challenge this, we need to understand students’ position within the school. In this article, the focus is on identifying the position of students who receive special education in schools in Iceland by mapping their power relations and resistance within the discursive norm of special education. We use the method of thinking with theory and read data in accordance with Foucault’s theories of power relations and resistance and Deleuze and Guattari’s concepts of line of flight and becoming. Findings show that power relations affect students variously and although students’ resistance is manifested differently between individuals, a common thread is visible when resisting their static position as special education students.
The authors explore the noncompliant pedagogy of the image based on their video Autopoietic Veering: Schizo Socius of Tokyo and Vancouver (2021). It is not the kind of trendy modelized video abstract or kinetic presentation eagerly promoted by international publishers; it is a cross-cultural collaborative work intended to generate affirmative temporal ruptures of entropic habitual modes of seeing, memorizing, and thinking of human and nonhuman life in the cities of Tokyo (Japan) and Vancouver (Canada). The authors elucidate concept of a “global mnemotechnical system” that stores and produces human memories in vast digital archives and databases (tertiary retentions) through “mnemonic control” (). The authors repurpose video images to interrupt and recontrol human perception and memories as “living engines” (). They foreground the philosophical work of Deleuze, Heidegger, and Virilio to rethink and revive the creative act of “critique” () through “metamodelization” (; ); therefore, they plug these apparently incommensurable modes of thinking into their readings of the video’s images. They read the images as “time-images” and focus on their five dimensions that possibly activate “spiritual automation” (), which they assess as “negentropic bifurcatory” potentials ().
Since the ancient rhetoricians, humans have awarded imagery, the visual, and the vivid an extraordinary effect on emotions and memory. Such assumptions have led to iconophobia, iconoclasm, and myths about the special power of images. The issue of the power of pictures, however, is more complicated. As all other kinds of rhetorical utterances, the visual can be both powerful and powerless depending on the circumstances. For many pictures, the rhetorical power lies not mainly in their political deliberation, but instead in their nature as demonstrative or epideictic rhetoric: a rhetoric that does not primarily advocate immediate change, but tries to increase adherence to existing view-points, attitudes and values. Even though visual rhetoric may perform a powerful address to those who are already convinced, it does not necessarily hold much power over adversaries and sceptics. This article argues that when teaching visuality and the power of imagery, educators ought to help young pupils – and the citizenry in general – not only to decode visual communication, but also to interpret and evaluate it. The first requires knowledge about rules of visual literacy, the second requires not only critical thinking, but also situational and cultural knowledge, as well as sound judgment.
Since its inception, social media has been an important method of constructing and performing identity, including gender identity. Identity work on social media is perhaps especially relevant to Gen Z (those born after 1996; ), who are the first generation with access to it in early childhood. In this article, we explore how Gen Z constructs and performs gender identity and other facets of intersectional identity on popular video platform TikTok by analyzing selected content from three TikTokers through the lenses of performativity, intersectionality, and automediality.
What does it mean to teach and learn about becoming human amidst disability and race in the elementary school classroom? This broad question guides my conceptual paper here in a manner that focuses on the fruitful possibilities at the intersections between the fields of disability studies and decolonial studies. The first part of this paper intends to explore how the concepts of “dysconscious racism” (, p. 133) and “dysconscious ableism” (, p. 894) are useful tools through which to conduct an analysis of how our education system remains rooted in the practices of exclusion and/or conditional inclusion that continue to valorize a subjective self steeped in western colonial logics. Through decolonial studies and Global South disability studies, the second portion of this paper seeks to question the limits of strategies of resistance that reinforce western-centric conceptions of the self while also making a case for interdependence.
The emphasis on social emotional learning as a focus in schools has led to the development of new materials for curriculum in classrooms for teaching social emotional content and competencies. This paper conceptualizes the use of narrative television and animation, specifically, the cartoons Steven Universe and Steven Universe Future as powerful pedagogical tools for engaging social emotional learning in classrooms. The purpose of this paper is to demonstrate the efficacy of these cartoons as tools for classroom use given their emphasis on inclusivity, diversity, and their popularity with young people today. Utilizing the Collaborative for Academic, Social, and Emotional Learning Competencies as a framework, the paper highlights selected episodes of the shows, and demonstrates ways the shows can be used to teach these competencies. As teachers continue to encounter ever-diversifying student populations, the use of media such as Steven Universe can help support inclusive classroom environments that engage the emotional lives and experiences of young people today.
The covid-19 pandemic disrupted political, economic, and social life in the United States beginning in March 2020, disproportionately affecting historically underrepresented groups. Media assumed unique roles during the pandemic, serving simultaneously as the gateway to work, education, social life, news, and public health information. Yet the covid-19 pandemic has been so challenged by misinformation that the World Health Organization declared it an infodemic. Because misinformation can prolong pandemics and increase deaths, news and media literacy can benefit society at large, especially vulnerable populations. The purpose of this descriptive study is to capture how undergraduates used media, how they obtained their news, and how they engaged news literacy skills during the covid-19 pandemic. A survey of over 900 undergraduate students showed that over two-thirds of respondents increased media use. Over half of respondents reported entertainment as their top reason for media use during the pandemic and reported news as their last reason. Respondents reporting previous exposure to news literacy education were significantly more likely to use most of the measured news literacy strategies. The findings of this study can support developing pandemic-responsive news and media literacy education which will be useful during future pandemics.