Topic
A critical reflection, exploration, and activity of multi-sensory, embodied learning experience, addressing ADHD and sensory learning differences in higher education (HE).
“…to account for a plurality of cognitive and emotional experiences in a learning environment [we must consider] designing or facilitating space for neurodivergence, not in spite of it.”
(Crowley, 2021)
Problem statement
The constraints of stationary, desk-based learning in higher education does not afford an inclusive, diverse range of sensory and spatial experiences and thus does not favour many neurodivergent ways of processing information. As a teacher with ADHD, I have designed embodied research workshops for visual design students that are centred on active listening, field recording, data walks, and sensory mapping as an inclusive opportunity to engage multiple intelligences (Gardner, 1993) and ways of making sense of the world. This methodology has stemmed from my own personal experience of the norms in HE learning has been informed by a facet of my creative practice as a sound artist. I am also aware of the fact that English is an additional language for the majority of my students. It is my hope that active learning through embodied, multi-sensory experiences might be a more inclusive, intersectional approach than the teacher/student hierarchy that traditional desk-based lecturing fosters.
A Critical Field Guide
In this intervention, I will: provide an overview of the embodied research activities I have led; using available qualitative feedback from my past relevant workshop activities, reflect on the strengths and weaknesses of this methodology with regard to inclusivity, and pedagogical best practices like assessment and reflection; analyse opportunities and challenges specific to working with students with English as an additional language within the context of this methodology; and outline an activity that best captures a pedagogically grounded, well-structured alternative to desk-based learning that includes time for assessment and reflection.
I believe this is important not only as a learning institution but especially because we are situated in the arts. Thinking outside of the box is a fundamental value of creativity, so as an organisation we undermine this value by operating within the exclusive, linear, broader societal context that marginalises differences. Much like a technology will self-perpetuate its own worldview and values (Bridle, 2022), our education can be analysed in the same way (Barrow, 2006).
References
Barrow, M. (2006) ‘Assessment and student transformation: linking character and intellect’, Studies in Higher Education, 31(3), pp. 357–372. Available at: https://doi.org/10.1080/03075070600680869
Bridle, J. (2022) Ways of Being: Beyond Human Intelligence. 1st edn. UK: Penguin Random House.
Chatterjee, H.J. and Hannan, L. (2017) Engaging the senses: object-based learning in higher education. London: Routledge.
Crowley, A. (2021) ‘The Emergence of an Extra-Terrestrial’, Disability Arts Online. Available at: https://disabilityarts.online/magazine/opinion/the-emergence-of-an-extra-terrestrial (Accessed 12 July 2024).
Damiani, L.M. (2018) ‘On the spectrum within art and design academic practice’ Spark: UAL Creative Teaching and Learning Journal, Vol 3 / Issue 1 (2018) pp. 16-25. Available at: https://sparkjournal.arts.ac.uk/index.php/spark/article/view/88/146 (Accessed: 25 June 2024).
Gardner, H. (1993) Frames of mind: The theory of multiple intelligences. 2nd edn. London: Fontana Press.
Haraway, D. (1988) ‘Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective’, Feminist Studies, Vol. 14, No. 3 (Autumn, 1988), pp. 575-599. Available at: https://doi.org/10.2307/3178066
Le Guin, U. K. (2023) Space Crone. Edited by S. Mayer and S. Shin. London: Silver Press.
Oliveros, P. (2024) Quantum Listening. London: Silver Press.
Rogers (2012) ‘Culture of Autism, Neurodiversity, and Art Education’. New York: Art Beyond Sight. Available at: http://www.artbeyondsight.org/mei/wp-content/uploads/White-Paper-Pam.pdf (Accessed: 25 June 2024)
Shmulsky, S., Gobbo, K. and Vitt, S. (2021) ‘Culturally Relevant Pedagogy for Neurodiversity’, Community College Journal of Research and Practice, 46(9), pp. 681–685. Available at: https://doi.org/10.1080/10668926.2021.1972362
Stielger, B. (2010) Taking Care of Youth and the Generations. Translated from French by S. Barker. Stanford, California: Stanford University Press.
Wilcocks, J. (2014) ‘Emotional or extra-rational reading of an Emotional or extra-rational reading of an object’. Central Saint Martins.