This paper rethinks the concept of voice in ways that resist normative humanist assumptions and explores the possibilities of an alternative posthuman ontologics of voice for qualitative praxis. I sketch the contours of a feminist posthuman phenomenology of voice in which the embodied, material, relational, and transcorporeal qualities of breathy bodies are foregrounded. Thinking with the figurations of 'breathy embodiment' and 'diffractive voices', I introduce posthuman voice analytics as a form of qualitative praxis. Five central aspects of posthuman voice analytics are outlined, namely: multivocality, process, interruption, dialogicality and the situated politics of listening. ; https://www.sciencedirect.com/journal/methods-in-psychology ; pm2021 ; Sociology
This paper theorizes at the intersection of practices of improvisation and the Hearing Voices Network (HVN) approach—two ways of being with others that embrace polyphonic identity, democratic participation, and polyculture. The paper itself is unapologetically polyvocal, moving between discussion of concepts drawn from Mad Studies and improvisation studies on one hand, and self-reflexive autoethnography on the other. Multiplicity of voice and identity and hearing voices phenomena are often interpreted as weakness, illness, or pathology as defined within bio-psychiatric conventions. In this paper I argue that hearing voices experiences and plurality are part of a broad, rich, and complex spectrum of human experience, and that inclusive frameworks such as the HVN serve to witness and support voice hearers marginalized by current systems which pathologize those outside of a narrowing range of normalcy. Safe spaces such as those created in HVN groups, like spaces for music and dance improvisation, are critical places of resistance that offer hope in the form of democratic creative action in connection with others. In this paper, I explore this terrain through autoethnographic and critical reflection.
A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Education. ; Spatialising student voice explicates how power relations influence the possibility of students' epistemic becoming, as a starting point for (re)positioning their student voice agentically. With its roots in democratic mainstream school reform, and its position as an agent of transformation, student voice, in an inclusive culture, should equip students, through their involvement in shaping their curriculum, to find their voice as a process of epistemic development. In UK higher education, student voice is employed to "drive up the quality" of the new student experience. In my professional practice, I have worked to authenticate students' voices through "rich exchanges", initiating these in contradiction to the micropolitics of power. I have employed Q methodology to reveal students' lived experience of student voice, drawing on it to operationalise their subjectivity. Forty-five students from five consecutive cohorts of undergraduate students at a post-1992 UK university Q sorted 42 propositions about student voice, and this work was enhanced by narratives from the students' focussed discussions. Using a social constructionist interpretive framework, a sociological gaze was applied to illuminate students' shared viewpoints. 'Being', 'doing' and 'seeing' student voice as distinct parameters, tells a story of students' voices constrained within the university's practiced space.
The current age of migration and mobility has seen a rise in right-wing conservatism and renewed nationalisms, against which social and cultural movements have formed strong oppositions across Germany. Creative strategies yielded new resilience and turned the focus of debates towards new forms of democratic citizenship and new ways of signaling belonging. The production of culture has become one of the few vehicles through which effective and diverse critiques can be articulated in a manner accessible to people of different backgrounds. This account explores how the production of culture has been complicit in molding empowered speakers and critical voices from excluded communities. Drawing on my 2017/18 ethnographic study of the German brass ensemble "Banda Internationale", this paper examines what can be learned about the formation of critical voices through music-making. I allude to the processes and practices involved in constituting a critical voice in music production, performance and activism; discuss how the practices in the band relate to the fundamental principles of immanent critique; and raise the issue that questions of citizenship and belonging are, without exception, rooted in the analysis of how voicing critique becomes possible in a climate that resists and prohibits the diverse articulation of subjectivities.
This research is an exploration of the expression of student voice in Irish post-primary schools and how its affordance could impact on students' and teachers' experiences in the classroom, and at whole-school level through a student council. Student voice refers to the inclusion of students in decisions that shape their experiences in classrooms and schools, and is fundamental to a rights-based perspective that facilitates students to have a voice and a say in their education. Student voice is essential to the development of democratic principles, active citizenship, and learning and pedagogy. This qualitative research, based in three post-primary case-study schools, concerns teachers in eighteen classrooms engaging in dialogic consultation with their students over one school year. Teachers considered the students' commentary and then adjusted their practice. The operation of student councils was also examined through the voices of council members, liaison teachers and school principals. Theorised within socio-cultural (social constructivist), social constructionist and poststructural frames, the complexity of student voice emerges from its conceptualisation and enactment. Affording students a voice in their classroom presented positive findings in the context of relationships, pedagogical change and students' engagement, participation and achievement. The power and authority of the teacher and discordant student voices, particularly relating to examinations, presented challenges affecting teachers' practice and students' expectations. The functional redundancy of the student council as a construct for student voice at whole-school level, and its partial redundancy as a construct to reflect prefigurative democracy and active citizenship also emerge from the research. Current policy initiatives in Irish education situate student voice in pedagogy and as dialogic consultation at classroom and whole-school level. This work endorses the necessity for and benefit of such a positioning with the author further arguing that it should not become the instrumental student voice of data source, accountability and performativity.
"A newsletter on democracy and governance in Africa." ; Title from caption. ; Numbering dropped with issue for winter/spring 2000. ; Vol. 1 complete in 2 no.; v. 2-3 complete in 3 no. each. ; "A newsletter on democracy and governance in Africa." ; Mode of access: Internet. ; Merged with: SD developments, and: SD abstracts, to form: USAID in Africa.
One woman's overview of twenty-five years of the Voice of Women/La Voix des Femmes (VOW/VDF), whose members have been active in working for peace and disarmament and in searching for new ways of solving the worlds problems. It includes anecdotes and incidents in which women across Canada took part. Many of these actions connected with similar efforts on the part of women from all over the world. VOW/VDF's many appearances before government bodies, its organizing of conferences and the exchanges of visits with women from overseas have demonstrated its commitment to national and international understanding and peace.
Voices of Norrköping is a collection of collaborative projects on the topics of migration, diversity, and belonging. These projects, informed by the stories and standpoints of a variety of people, were created by master's students of the Ethnic and Migration Studies programme at REMESO, Linköping University. While Norrköping is unique in many ways, it also serves as an example of how a city and its community can be transformed by immigration. The articles, essays and art projects presented in this compendium take Norrköping and its inhabitants as a starting point for the discussion of issues which have a broader societal resonance. This publication, the second in a series, would not have been possible without the input and support of those whose voices are featured. Throughout our master's programme, we have explored the idea that each person's experience is informed by their position at the intersection of different privileges and oppressions. By understanding that each individual has a unique worldview, we can appreciate that their stories may differ substantially. As a class, we hope that presenting a broad range of views will illustrate that there is no single narrative when it comes to the themes discussed. By listening to these voices, we can begin to understand, and by understanding, we can become more critical of how these themes are presented and dealt with. While some voices are still yet to be heard, we hope that future installments of this series will continue to encourage listening and understanding. Ethnic and Migration Studies (EMS) Class of 2019
13:00 Introduction 13:15-14:45 SESSION I & II: AIR TECHNICS AND EMBODIMENT / ANTHROPOCENTRISM LISTENING AND VOICE Oriana Walker, Ventilators and the Voice from the Iron Lung to Positive Pressure Naomi Waltham-Smith, Extant Listening: or Ec(h)otechnics Martin Daughtry, Precarious Songs of the Anthropocene 15:15-15:40 PERFORMANCE Andreas Borregaard, Asthma — for accordion and video (Simon Steen-Andersen, 2017) 16:00-17:15 SESSION III: ECOPOLITICS OF SOUND AND SILENCE Jessica Feldman, "We are Nature Defending Herself": Decentering the Human through Collective Listening and Coordinated Silence in Climate Protest Zeynep Bulut, On Non-Dialogic Voicing 17:15-17:45 FINAL DISCUSSIONThe workshop will bring artists and scholars together for a sustained conversation on the theme of voice and environment. It will explore physical, cultural, sonic, and social interactions between voice and environment as well as issues relating to atmosphere, climate change, precarious vocality, and varied physical and cultural dynamics of breath and breathlessness. How do our voices interact with the physical, cultural, political, historical, and cosmological milieus in which they are emplaced? Can attention to environmental concerns lead to a productive expansion of the category of voice, stretching it beyond the conventional parameters of the human body and aurality/sound? How might this expanded, posthuman conception of voice help us understand our place in a multispecies world? Can environments listen? Can environments speak or sing? Can humans give voice to nonhuman perspectives? These questions, which engage with recent art and scholarship on the Anthropocene, biopolitics, posthumanism, sound studies, and ecocriticism, will frame the exploration of the entangled dynamics of voice and environment. The workshop will include a panel of short position papers and an intermedial performance, followed by a free-ranging discussion. Daniel A. Barber is an associate professor of architecture at the University of Pennsylvania, where he is ...
Voice has been a persistent and recurring metaphor in English teaching. Conceptually, it took centre stage in Australia in the 1980s through writing process pedagogies, where students were advised to find their own voices in writing, teachers were advised to listen to student voices, and a 'clear personal voice' in writing was regarded as the mark of an effective writer (Gilbert 1990, p. 61). Voice has also played a central role in a variety of critical and emancipatory pedagogies where it has been used as a motivation to write, as a mode of politicisation, and as a way to understand and disrupt patriarchy and other oppressive social formations.
This feminist, embodied narrative explores the shame, blame, and desire that accompany a professor's diagnosis of disabled body and speech and the paradoxical importance and near impossibility of reclaiming her voice. The writer resists the traditional story arc and avoids the rhetorical patterns of triumph, horror, conversion, and nostalgia found in many disability narratives. Aiming for what Couser (2008) calls a "rhetoric of emancipation," she challenges stereotypical attitudes toward women with chronic fatigue immune dysfunction syndrome (CFIDS) by offering "testimonio," a politicized narrative of growth and transformation that connects with and advocates for, in this case, CFIDS sufferers and sexual abuse survivors. She describes how writing her experience of disabling illness for publication has enabled her to testify in court on behalf of others who suffer in silence and has led to a more peaceful way of being, rather than always doing---a necessary shift for those who navigate daily the conflict between participating fully and resting enough to avoid serious relapse.
Article 12 of the United Nations Convention on the Rights of the Child outlines the rights of children to express their views in decisions affecting their lives. There is further evidence to support the positive benefits for children who are afforded this right. However, evidence shows that despite legislative and policy frameworks to support this, repeated messages from inquiry reports highlight failures to do so. This paper draws upon research undertaken in Scotland but the findings of the study are relevant across the UK and beyond. Child protection documentation including reports and case conference minutes were analysed to assess to what extent the child's views were presented to, and considered in, decision making forums. In particular the study considers how the child's views and wishes are represented in writing, and highlights the ways which professionals filtered and interpreted the child's view rather than presented it in its pure form. Messages have emerged identifying a need for workers to be clear about the factors which influence their practice with children. These include the value they place on children's participation, the skills and confidence needed to engage children with complex needs and the impact of competing tensions. One example of such a tension is that between the needs of busy workers, and those of children who are potentially involved in a range of decision making processes.
International audience ; Twelve Million Black Voices is a 1941 collection of photographs, selected from the Farm Security Administration files by FSA-employed Edwin Rosskam and accompanied by Richard Wright's texts. This paper examines the specificity of Twelve Million Black Voices within the frame of American documentary photography. The first part of this paper considers the original place of a photo-text book on black life in a decade of "documentary literature" (Kazin, 1942, 493). The second part raises the question of the social, economic and political reality exposed by the widespread publication of photographs of –invisible– black Americans. Ultimately the paper will extend the reflection on "truth" in the narrative. A "folk history" is carefully crafted, or perhaps staged, by the weaving of text and photographs. This paper thus strives to articulate the recording of 1930s reality and the exposure of racial discrimination, the aesthetic vision of FSA photographers and the protest narrative unfolded by Wright by discussing the singular way Twelve Million Black Voices manages to signify the truth of the African American reality.
International audience ; Twelve Million Black Voices is a 1941 collection of photographs, selected from the Farm Security Administration files by FSA-employed Edwin Rosskam and accompanied by Richard Wright's texts. This paper examines the specificity of Twelve Million Black Voices within the frame of American documentary photography. The first part of this paper considers the original place of a photo-text book on black life in a decade of "documentary literature" (Kazin, 1942, 493). The second part raises the question of the social, economic and political reality exposed by the widespread publication of photographs of –invisible– black Americans. Ultimately the paper will extend the reflection on "truth" in the narrative. A "folk history" is carefully crafted, or perhaps staged, by the weaving of text and photographs. This paper thus strives to articulate the recording of 1930s reality and the exposure of racial discrimination, the aesthetic vision of FSA photographers and the protest narrative unfolded by Wright by discussing the singular way Twelve Million Black Voices manages to signify the truth of the African American reality.
After the Arab Spring uprisings, specifically the events in 2012, the Saudi Arabian Ministry of Labor inaugurated a participatory management department to engage with citizens via the introduction of new policies to meet Saudi citizens' needs. The department adopted two approaches with which to promote citizen participation and hear and respond to the public's voice. The approaches were social dialogue and the use of digital communication. The objective of this study is to investigate whether the Ministry of Labor allowed foreigners to participate in and engage with other Saudis to meet their interests in terms of employment, education, and other needs to enjoy the life in Saudi Arabia. The theoretical framework adopted for this paper is based on Nico Carpentier's work. Data for the present study were collected through document analyses, in-depth interviews, and focus group discussions. The paper shows that opportunities for foreigners to engage and make their voices heard were given to specific groups. These groups, who hold various types of power, were included with ordinary Saudi citizens in terms of the level of participation given by the Saudi government. These foreigner groups were listened to because they had the power to persuade the Minister of Labor to include them with other Saudis. Additionally, ignoring these powerful foreigner groups could have lead them to act against the Saudis' best interests, which was a main consideration of the Saudi government and Ministry of Labor.
