Staging Survivance: Intellectual Disability, De-institutionalization, and Decolonial Arts Education

This multimedia article comprises an illustrated conversation about the context, creation, and impact of the play Birds Make Me Think About Freedom, between non-Indigenous historian and theater artist Victoria Freeman, Indigenous actor Jamie Oshkabewisens, Indigenous artist and survivor of Rideau Regional Centre in Ontario, Joe Clayton, and non-Indigenous art education professor Richard Fletcher, originally presented at the 3rd International Conference on Disability Studies, Arts & Education. This slightly revised version of the conversation about intellectual disability, de-institutionalization, and decolonial arts education through the lens of the concept and practice of survivance is accompanied by still images from the play along with other images from the Zoom conversation and details of important artworks used in the play

The Anatomy of a Friendship: The Correspondence of Ruth Pitter and C. S. Lewis, 1946-1962

Chronological study of the friendship between Pitter and Lewis, illustrated with excerpts from their letters to each other and from Pitter’s poetry. Includes her transcript of a conversation about where the Beavers got the ingredients for the lunch they fed the Pevensie children

Illustrated Conversations: A Phenomenological Study of Listening to the Voices of Kindergartners

This study explores the voices of kindergartners engaged in illustrated conversations. Max van Manen's methodology for hermeneutic phenomenological research provides a framework for the study, and the philosophical writings of Heidegger, Noddings, Bakhtin, van Manen, and Palmer guide the interpretations of how we come to be with young children through dialogue. Illustrated conversations, a process whereby the child writes his/her thoughts and drawings in a journal and then engages meaning-making with the teacher during a tape recorded dialogue, creates spaces for a teacher and student to have personal conversations about their lifeworlds. Using their own voices as the essential pathway winding through the experience, the study explores how the sixteen kindergarten children sense the spirit of home, explored the freedom to imagine their own ideas, acknowledged their identity, and developed relationships with others by engaging in illustrated conversation. Their wondrous voices echo their sense of home and family as they defined, and redefined, their identity through friendships with the researcher and peers. The silent conversations bring forth further meaning, uncovering how space and time with young children help them better hear their own voices and the voices of others. True listening becomes a part of pedagogy. Canvassed drawings and written thoughts, springboards for ideas, propel the conversations forward while also revealing how without voice, the meaning of the pictures and thoughts fell silent in the seeking of self. Children's voices--heard in dialogue, paused or silenced in between, and engraved on paper--connect pathways leading to self-identity. Truly listening to young children is a reflective experience that illuminates the voices and languages of young children. This study uncovers how listening to and reflecting upon the stories young children choose to tell in tactful and reciprocal conversation is pedagogy worth exploring. The study suggests that illustrated conversations can support teachers in balancing the new curriculum mandates being required in kindergarten classrooms with engaging and meaningful interactions that uncover the cognitive, language, and social/emotional development of children. Through illustrated conversation, teachers are able to hear and support the hundred languages of children

Cognition and conversation

This article considers the different approaches to cognition in conversation analysis (CA) and discursive psychology (DP). Its points are illustrated through a critical but appreciative consideration of an article by Drew in which he uses conversation analysis to identify ‘cognitive moments’ in interaction. Problems are identified with Drew’s analysis and the conclusions he draws. In particular, he a) presupposes a dualistic division between depth and surface; b) makes circular inferences from conventional conversational patterns to underlying cognitive entities; c) presupposes (rather than demonstrates) that the underlying cognitive entities influence conduct. It is argued that none of these things is required by conversation analysis; rather Drew is imposing cognitivist assumptions on conversational materials. Discursive psychology’s approach focuses on cognitive issues in terms of how they are constructed and oriented to in interaction; its virtues are pressed

Expect the unexpected: the co-construction of assistive artifacts

This paper aims to explain emerging design activities within community-based rehabilitation contexts through the science of self-organization and adaptivity. It applies an evolutionary systematic worldview (Heylighen, 2011) to frame spontaneous collaboration between different local agents which produce self-made assistive artifacts. Through a process of distinction creation and distinction destruction occupational therapist, professional non-designers, caregivers and disabled people co-evolve simultaneously towards novel possibilities which embody a contemporary state of fitness. The conversation language is build on the principles of emotional seeding through stigmergic prototyping and have been practically applied as a form of design hacking which blends design time and use time. Within this process of co-construction the thought experiment of Maxwell’s Demon is used to map perceived behavior and steer the selecting process of following user-product adaptation strategies. This practice-based approach is illustrated through a case study and tries to integrate both rationality and intuition within emerging participatory design activities

Meridians: 21:1

As a scholar of Afro-Latinidades, it is a particular pleasure for me to offer Meridians readers this issue devoted to “Black Feminisms in the Caribbean and the United States: Representation, Rebellion, Radicalism, and Reckoning.” This curated conversation about Black feminist liberation strategies, which vary and move across time and place, is aptly illustrated with cover art by Haitian artist Mafalda Nicolas Mondestin, Ann fè on ti pale (The Meeting). Ann fè on ti pale is a Haitian Kreyol expression that means “let’s chat about it” or “we should chat” (pers. comm., August 29, 2021), and, apropos of that invitation, we open the conversation with “Vodou, the Arts, and (Re)Presenting the Divine: A Conversation with Edwidge Danticat,” an especially timely and insightful interview that Kyrah Malika Daniels conducted in January 2020....https://scholarworks.smith.edu/soc_books/1013/thumbnail.jp

THE ENLIGHTENMENT OF CONVERSATION AND INTERCOURSE IN SUFISM (TASAWWUF)

The opinions about the murshid which is the highest of the degree in tarikat and directlyexpressing itin artistic literature are given in this article. Certainly, the Sufi masters explain that the need a perfect murshidwho heals the spiritual illnesses in the Heart difficulty which is considered the treasure of Allah, is important, they said that “The murshid of the person who has not his murshid, is the devil”. And the mental training which is done step-by-step called the Shariat, Tarikat, Marifat, Hakikat (Truth) - the Practical Study program for Tasawwuf is created. The literature which purpose of it is the courteousness and ethics, does not distinguish between tasawwuf. Therefore, the murshid image illustrated in artistic literature was analyzed in conjunction with the views of the perfect teacher, described in the scientific manuals. The sheikhs of education, training and conversation are varied and their specific features are proofedwith examples in our poetry. In particular, the importance of conversation which is considered the way of the Prophet Muhammad (peace and blessings of Allah be upon him) and the sahabahs in tarikat is taken into consideration, the reflections about the importance of the conversation,the interlocutor, the companion images, were widely illustrated. Enjoying the murid (pupil) from the education of murshid (teacher), appearing inspirations and discoveries in his heart, increasing in the state the statuses are recited through the literary fragments. Most importantly, it is emphasized that the thoughts of our educators such as Imam Gazali, Abdulkarim Kushairi, Ahmad Yassaviy, Alisher Navai about the education and training, also, the experienced experiences of our ancestors are very invaluable in the perfection of today's youth, and using them effectively mark ourhappy future.Keywords:  Sufism (tasawwuf), tarikat, tipsy feast, Murshid, Murid, Sheikh of conversation, Sheikh of training, Makom, Bay'at (submitting), musahib (companion)

Multi-Variety Code-Switching in Conversation 903 of the Køge Project

This article documents some of the ways in which the languages, or varieties, are taken into possession by the young speakers and made their own. It is illustrated how they play with language, in particular switches between codes, both as contributions to social negotiations and as pure performance. The material comes from a group conversation between four male bilingual students in the last grade of the Danish public school system. The young people have Turkish as their mother tongue, and Danish is their L2. By grade 9, they have had several years of experience with English, and almost all of the students have had two years of German. The conversation is a part of the Køge material (see Turan 1999). The four boys were asked to create a collage or a picture series with free post cards and glue them on a large piece of cardboard. The theme of the collage was to be “My worst nightmare”. The conversation lasts about half an hour, and all four boys participate actively in the conversation. The conversation has been transcribed according to the CHILDES conventions (MacWhinney 1995), but have been simplified slightly for the excerpts given in the article. In the excerpts, Turkish is italicized. The lines beginning with %eng give translations into English. Lines beginning with %com give background information or comments to the transcript

Enthalpy change:firing enthusiasm for learning

The paper examines how metaphors play a key role in triggering individual emergence, involving the recognition of a new form, pattern, structure, organisation, model or concept, and then possible behaviour change. Individual emergence is thus of direct interest to the designer of learning systems. Enthalpy change, derived from thermo-chemistry, is mapped to human experience of conversation: within a group, between individuals and to conversations-with-self. Metaphors are also explored as driving agents for triggering personal change and for firing enthusiasm for learning. A model of individual emergence is presented based on metaphors in (1) conversation (2) other external stimuli including learning/training materials (3) internal thought processes. Practical ideas are provided for those involved in learning systems design. The need to provide appropriate metaphor as catalysts to engage the learner, and to sustain learning, is illustrated through example, as is whether specific catalysts are appropriate given the context

Cultural Standing in Expression of Opinion

This article explores an underappreciated pragmatic constraint on the expression of opinions: When expressing an opinion on a topic that has been previously discussed, a speaker should correctly indicate the cultural standing of that view in the relevant opinion community. This Bakhtinian approach to discourse analysis is contrasted with conversation analysis, politeness theory (Brown & Levinson, 1987), and analysis of epistemic modality. Finally, indicators of four points on the cultural standing continuum (highly controversial, debatable, common opinion, and taken for granted) are illustrated with examples from American English usage