Locke and Hume’s philosophical theory of color is investigated through a case study of Esref Armagan, an artist born blind

This article investigates Locke and Hume’s philosophical theory of color, through a study of the fine art practice of Esref Armagan, a Turkish artist who was born blind. The philosophical theory of color is important to the cultural history of blindness, as it has been used to justify early curricula in schools for the blind. This study is based on the following research question: Can people who are born blind understand color in the fine arts? The study is part of a grounded methodology study of art practices and visual impairment, whose findings informed a participatory study of museum access. This article examines part of the study’s first phase, and focuses on the practice of the blind Turkish artist, Esref Armagan. Data was collected through a translated correspondence interview with Esref Armagan, and an examination of research articles focusing on Armagan’s drawing skills. The study’s data is analyzed using Anderson, Krathwohl, and Bloom’s (2001) learning hierarchy. It is found that Armagan has an extensive knowledge of color and other visual concepts, developed symbolically. What is more, not only does Armagan have a knowledge of color, but he can use this knowledge creatively in accordance with Anderson et al.’s (2001) highest level of learning (level 6). The article concludes that Locke and Hume’s philosophical theory of color can be challenged in the context of the creative fine arts, as Armagan could develop unique, creative images using color. Therefore, our application of the philosophical theory of color on the education of students with visual impairments, and the pedagogical and andragogical practice based on these theories, should be questioned

Cultural Differences in ARCHES: A European Participatory Research Project—Working with Mixed Access Preferences in Different Cultural Heritage Sites

This article discusses the differences and difficulties that the ARCHES project has encountered when setting up and working with participatory research groups as part of a large-scale European project. The article seeks to clarify how participation is experienced across different international partners and research groups. This is explored in relation to recruitment of exploration groups, understanding participatory research, and challenging the definitions of disability. It also shares our methods of working with the participants and the impact upon those ways of working within different cultural environments. The article aims to guide future projects alike

Emergent analysis and dissemination within participatory research

Authentic participation involving jointly undertaken analysis of data and dissemination of findings, is rarely evident in participatory research involving disabled people. This paper examines analysis and dissemination which offers greater participation and offers a theoretical underpinning for this approach. This conceptualisation arises from ARCHES, a museum education and access research project involving over 150 disabled people and a systematic review undertaken as part of this project. A few studies, including ARCHES, have moved beyond traditional research analysis to recognise the evolving nature of the “messy space” (Seale, Nind, Tilley & Chapman, 2015) and how this may inform approaches to data and dissemination. This paper frames this space as the While of participation, a concept which emerged from the systematic literature review (RIX ET AL, 2019) and from working within ARCHES. It explores how the While of participation is experienced in practice, in relation to analysis and dissemination. In particular it focuses upon its emergent nature. Within this project and occasionally elsewhere in the literature, data analysis and dissemination are not retrospective or separated activities, but arise as part of the ongoing participatory process, where immersion and dialogue are at the root of all knowledge development and sharing

Taking risks to enable participatory data analysis and dissemination – A research note

The involvement of all participants within all aspects of the research process is a well-established challenge for participatory research. This is particularly evident in relation to data analysis and dissemination. A novel way of understanding and approaching this challenge emerged through a large scale international, three year participatory research project involving over 200 disabled people. This approach enabled people to be involved at all stages of the research in a manner which was collectively recognised to be participatory and also delivered high quality findings. At the heart of this emergent approach to participatory research is an engagement with risk. This research note explores the types of risks involved in delivering research which seeks to be authentically participatory

What common design principles can be distilled out from literature in the field of technologies and learning difficulties that might inform the design of technologies within the EU funded ARCHES Project?

The focus of this research report is people who have diverse access needs associated with perception, memory, cognition and communication- those who are frequently ascribed the label of ‘learning difficulties’1 and the technologies that may help to enhance their access to and inclusion into cultural and heritage sites (including digital assets)

Pictures in Your Mind: Using Interactive Gesture-Controlled Reliefs to Explore Art

Tactile reliefs offer many benefits over the more classic raised line drawings or tactile diagrams, as depth, 3D shape, and surface textures are directly perceivable. Although often created for blind and visually impaired (BVI) people, a wider range of people may benefit from such multimodal material. However, some reliefs are still difficult to understand without proper guidance or accompanying verbal descriptions, hindering autonomous exploration. In this work, we present a gesture-controlled interactive audio guide (IAG) based on recent low-cost depth cameras that can be operated directly with the hands on relief surfaces during tactile exploration. The interactively explorable, location-dependent verbal and captioned descriptions promise rapid tactile accessibility to 2.5D spatial information in a home or education setting, to online resources, or as a kiosk installation at public places. We present a working prototype, discuss design decisions, and present the results of two evaluation studies: the first with 13 BVI test users and the second follow-up study with 14 test users across a wide range of people with differences and difficulties associated with perception, memory, cognition, and communication. The participant-led research method of this latter study prompted new, significant and innovative developments

The while of participation: A systematic review of participatory research involving people with sensory impairments and/or intellectual impairments.

This paper reports on the first systematic review of literature associated with participatory research involving people identified with sensory impairments and/or intel- lectual impairments. It was initiated as part of ARCHES, an European Union-funded heritage project. The review sought to examine processes and activities used for organising participatory research involving people identified with sensory and/or intellectual impairments. 54 papers were included, involving studies from 14 countries and varying numbers of participants across different time scales. Insights were gained into use of advisory groups, organisation and support, collecting and analysing data, sharing findings and activity types. Emergent themes enabled an identification of the while of participation. The while represents the tensions, outcomes and component parts which are evident within the multiple moments that span an experience of participatory research. Participation is not about types of activity but how any activity is undertaken

Designing technologies for museums: accessibility and participation issues

PurposeThis paper aims to report the findings of a systematized literature review focusing on participatory research and accessibly in the context of assistive technologies, developed for use within museums by people with sensory impairments or a learning disability. The extent and nature of participatory research that occurs within the creation of technologies to facilitate accessible museum experiences is uncertain, and this is therefore a focus of this paper.Design/methodology/approachThis paper is a systematized literature review and subsequent thematic analysis.FindingsA screening of 294 research papers produced 8 papers for analysis in detail. A thematic analysis identified that the concept of accessibly has nuanced meanings, underpinned by social values; the attractiveness of a technology is important in supporting real-life usability; and that the conceptualization of participation should extend beyond the end users.Social implicationsThe argument is made that increasing the participation of people with sensory impairments and learning disabilities in the research process will benefit the design of technologies that facilitate accessibility for these groups.Originality/valueAn original notion of participation has emerged from this review. It includes the participation and goals of disabled people but has expanded the concept to encompass museum personnel and indeed the physical and social spaces of the museums and heritage sites themselves. This constructs a broad of participation, with different aspects being reflected across the review’s research papers