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Patient Resistance to Psychiatric Discourse and Power
No full textDrawing on 5090 English reviews of 486 psychiatrists working in Canada posted on ratemds.com, this study explores how mental health service users refuse to become subjectivized by psychiatric discourse and power. We interrogate how digital mediums provide mental health service users with a community of critique to regain control over settings where there are many power imbalances. We argue that websites like ratemds.com act as a digital agora in which people are afforded the ability to make the personal political. Through critiquing their own doctors, mental health service users invert the question of what is “wrong” with them to what is “wrong” with agents of the psychiatric apparatus. By regaining a say over their treatment/conditions and insisting doctors are asking the wrong questions to better control their identities, service users refuse to accept the diagnoses, pathologies, and practices imposed on them. We discuss how their transgression in this forum provides new insights into psychiatric resistance that is of special interest to scholars and service users positioned in the Mad Studies movement
Disability Studies, Inclusive Pedagogy, and Universal Design for Learning: A Faculty Pilot Experience
No full textThis essay documents the process of a year-long faculty pilot group in a western U.S. state university that applied disability studies scholarship to collaborative implementation of universal design for learning (UDL) and inclusive practices in teaching. In addition to faculty, library instructors, disabled student representatives, diversity and equity administrators, and disability support staff were involved in this group. The goals were to deepen knowledge about disability history, exclusions, and current innovations from disability communities; to increase knowledge and skills in accessible pedagogies, specifically in UDL; and to expand commitment and community among faculty participants in order to scale up efforts in our institution beyond the pilot group. This essay documents the experiences of the learning group, which consist of an overview of the curricular framework, a discussion of qualitative research from focus group interviews with faculty participants, and insights gained from the process, including unexpected collaborations, community building, and innovative ideas for institutional support and transformation
An Information-Theoretical Method for Comparing Completions of Contrapunctus XIV from Bach’s Art of Fugue
No full textThe unfinished final Contrapunctus from Bach’s posthumously-published Kunst der Fuge has received several dozen completions over the past century. Although the majority of these have been published and recorded, none has yet established themselves as the leading solution among performers, and this may have more to do with their perceived ‘Bach-ness’ than the undoubted contrapuntal skill and ingenuity that they each demonstrate. This study uses an established information-theoretical method drawn from mathematics to explore the extent to which it is possible to ‘measure’ the similarity of these reconstructions to the original, and so determine which are closest to the musical lines of Bach’s existing opening of Contrapunctus XIV
Unpacking the Ambiguous Case to Develop Conceptual Knowledge and Representational Competence
No full textThe ambiguous case is a trigonometry topic for which high school students are often told “stay away from angle-side-side.” In many cases, however, these students do not get the opportunity to explore the underlying mathematical context that serves as the basis of this warning. After a briefly presenting an overview of the ambiguous case, the author describes a mathematical activity using simple homemade manipulatives to support secondary and post-secondary students’ work to unpack and understand the ambiguous case. It then discusses how this activity can support teachers’ understanding of representational competence and recommends general practices supporting students' purposeful and effective use of mathematical representations
Genomic, Phenotypic, and Ecological Data Provide Decisive Support for Multiple Species in the Seriphium plumosum Complex (Gnaphalieae: Asteraceae)
No full textParallel advances in next-generation sequencing and the development of analytical tools that use sequence data from multiple, unlinked loci have, over the past decade, shifted species discovery and delimitation firmly into the genomic sphere. While most recent analytical applications are underpinned by the Multi-Species Coalescent (MSC), the assumption that species conform to Wright-Fisher populations compromises the ability of this model to resolve species which are loosely knit, metapopulation-like entities that display significant spatial genetic structure. In this paper, we therefore employ a suite of analytical methods (MSC-based species discovery, DISSECT/STACEY; sparse Non-negative Matrix Factorisation, sNMF; discriminant analysis of principal components, DAPC) to thousands of massively parallel-sequenced loci, generated via Genotyping-by-Sequencing, for the purpose of resolving metapopulation-like species in the taxonomically recalcitrant Seriphium plumosum L. (Asteraceae; Gnaphalieae) species complex. These methods are complementary in illuminating different characteristics of the entities being resolved (e.g., monophyly, gene pool exclusivity) and so testing different aspects of a species hypothesis. In our study, these methods display remarkable congruence in terms of the groups they reveal, together yielding a set of 12 consensus population clusters which correspond to putative taxonomic species. Using linear discriminant analyses and tests of isolation-by-distance, we further assess whether these entities are phenotypically and ecologically distinct and, where possible, whether they describe a common spatial field of gene exchange. Based on our results, we find evidence of at least eight independent species in the S. plumosum complex, most of which are not truly cryptic, and at least five of which maintain their genetic distinctness in sympatry and so qualify as biological species. Our findings corroborate previous work suggesting a need for diverse tools to properly circumscribe the species-level diversity of South Africa’s Cape flora
The Pedagogy of Waiting: A Reorientation to Time with Artists with Disabilities and Creative Growth Art Center
No full textThis paper is rooted in my investigation of the artistic processes and practices of artists with disabilities through field observations at Creative Growth Art Center in Oakland, California. Through this investigation, I develop the concept of a pedagogy of waiting, which allows for a consideration of embodied differences. This pedagogy of waiting is conceptualized by and with 1) the everyday artistic processes and practices of artists at Creative Growth; 2) my positionality of being a Chinese art educator and researcher in an art studio, Creative Growth, in the United States; and 3) my conceptual and theoretical exploration with philosophers and disability studies scholars. Among the artists who informed the pedagogy of waiting is Latefa Noorzai, a native Farsi speaker and immigrant to the United States. The temporalities demonstrated through Latefa’s art practice and the pedagogical practice at Creative Growth challenge the normative temporalities in art learning and art making. The pedagogy of waiting is both informed by people with disabilities and as an alternative to able-bodied and able-minded pedagogies
How Fast Is the TI-Rover? Introducing Middle School Students to Linear Equation Slopes
No full textThe author engaged 6th-grade completers in a fun activity involving Texas-Instruments Rovers, CBR 2 motion sensors, and TI-nspire graphing calculators, introducing them to the linear equation slope via the statistical problem-solving process. In this paper, the author discusses students’ engagement, warts and all
Brain Physiology’s Connection to Teaching Algebra
No full textThe common pedagogy and algebra curricula have issues with facilitating understanding and long-term memory in many students. This article offers ideas on using common core brain function in teaching and curricular processes related to algebra
Blind and Deaf Together: Cross-Disability Community at Virginia's Residential School for Black Disabled Youth
No full textDisability history has embraced the cultural model of Deafness which argues that residential schools fostered a common identity unified around the use of sign language. This article argues that this model was built on examinations of primarily (and exclusively) white institutions, resulting in scholarship that erases the distinct experiences of deaf African Americans. Cross-disability experiences were central to the lives of Black children at the Virginia State School, a residential school for deaf and blind African American youth. Far from a statistical outlier, the majority of Southern states used this cost saving measure to educate blind and deaf African Americans. Though not exclusively utilized for African Americans, the disproportionate use of combined schools reflects a Jim Crow approach to disability designed to reduce state expenditures at the cost of services rendered to the Black community. Relying on previously unused sources of the Virginia State School, including surviving records of administrators and a school bulletin with student contributors, this article explores a community where nearly every aspect of life involved cross-disability relationships. Oral histories with former students add to this narrative, revealing how young people who came to identify as culturally Deaf, communicated with partially blind students through sign language and with fully blind students through spoken English. This approach to deaf and blind education regularized cross-disability interactions among African Americans in Virginia, producing a community at the school defined by their categorization as disabled and Black, more so than by specific disabilities