Communicating and Hand(ling) Technologies. Everyday Life in Educational Settings Where Pupils With Cochlear Implants Are Mainstreamed

Holmström, Ingela; Bagga-Gupta, Sangeeta; Jönsson, Rickard

doi:10.1111/jola.12097

Cited by 16 publications

(6 citation statements)

References 23 publications

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“…Until high school level, Jonny and Olle were provided with support services in mainstream (Jonny) and segregated (Olle) schools. While support is abundant in institutional segregated settings until the high school level, ethnographically framed research suggests that differently abled pupils in these mainstream school settings need to be active and creative in order to participate in educational activities [9,13]. Within HE, too, as our analysis in this paper indicates, support for differently abled students requires that the latter are active and responsible for their own access to participation.…”

Section: A Higher Education For All? Overarching Reflectionsmentioning

confidence: 78%

“…Some of our previous research in school settings shows that access to technologies does not automatically create opportunities for learning and participation (see e.g., [7][8][9]). For example, our studies of mainstream primary grade classroom settings where cochlear-implanted deaf and hearing pupils are members have identified three types of technologies-in-use: (i) hearing technologies; (ii) literacy technologies; and (iii) communicative-link technologies.…”

Section: Access and Participation: Technologies And Education For All?mentioning

confidence: 99%

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Disabling and Enabling Technologies for Learning in Higher Education for All: Issues and Challenges for Whom?

Bagga-Gupta

Dahlberg

Winther³

2016

Informatics

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Integration, inclusion, and equity constitute fundamental dimensions of democracy in post-World War II societies and their institutions. The study presented here reports upon the ways in which individuals and institutions both use and account for the roles that technologies, including ICT, play in disabling and enabling access for learning in higher education for all. Technological innovations during the 20th and 21st centuries, including ICT, have been heralded as holding significant promise for revolutionizing issues of access in societal institutions like schools, healthcare services, etc. (at least in the global North). Taking a socially oriented perspective, the study presented in this paper focuses on an ethnographically framed analysis of two datasets that critically explores the role that technologies, including ICT, play in higher education for individuals who are "differently abled" and who constitute a variation on a continuum of capabilities. Functionality as a dimension of everyday life in higher education in the 21st century is explored through the analysis of (i) case studies of two "differently abled" students in Sweden and (ii) current support services at universities in Sweden. The findings make visible the work that institutions and their members do through analyses of the organization of time and space and the use of technologies in institutional settings against the backdrop of individuals' accountings and life trajectories. This study also highlights the relevance of multi-scale data analyses for revisiting the ways in which identity positions become framed or understood within higher education.

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Section: A Higher Education For All? Overarching Reflectionsmentioning

confidence: 78%

Section: Access and Participation: Technologies And Education For All?mentioning

confidence: 99%

Disabling and Enabling Technologies for Learning in Higher Education for All: Issues and Challenges for Whom?

Bagga-Gupta

Dahlberg

Winther³

2016

Informatics

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“…It is important to study assistive hearing devices ethnographically and historically, so we can understand how the material objects become ideologically linked with oralism (Holmström, Bagga-Gupta, & Jonsson 2015; Virdi 2020; Loh 2022). The current study argues that the ‘device-on/off’ experiment paradigm, in relation to language production, must also be understood as situated in a particular sociocultural context.…”

Section: Methodology: Device-on/off Experimentsmentioning

confidence: 99%

Feeling disabled: Vowel quality and assistive hearing devices in embodying affect

2022

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Previous research has proposed that phonetic variation may index affect prior to indexing other social meanings. This study explores whether the affective indexicality of vowels identified in previous studies can also be observed among deaf or hard-of-hearing speakers, in this case, speakers of Taiwan Mandarin. The results suggest that /i/ backing is invoked to signal negative affect. This study also demonstrates how assistive devices like hearing aids and cochlear implants can be considered semiotic resources. For deaf or hard-of-hearing speakers, assistive hearing devices enter into a process of bricolage with linguistic and other symbolic resources, generating new potentials for the embodiment of affect. (Affect, iconicity, Taiwan Mandarin, embodied sociolinguistics, deafness)*

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“…The classroom is also described as not being optimally arranged for a deaf student and or zir 7 close access to the interpreter during classroom work; the interpreter neither sees this as zir responsibility nor raises this with the teacher. While previous Swedish classroom studies also illustrate that DHH-students in hearing non-signing classrooms cannot access STS communication despite the presence of adults who know the language (e.g., Holmström & Bagga-Gupta 2017;Holmström, Bagga-Gupta & Jonsson 2015), other Swedish classroom studies indicate that interpreters (at upper secondary schools) tend to go beyond their primary interpreting roles (Bagga-Gupta 2002). Such studies make relevant the complex nature of interpreters' work in that it is both constitutive of deaf-hearing collaborations and calls upon some dimensions of a helper-profile so that DHHstudents can draw maximum traction from interpreters' mediational roles.…”

Section: Background: Policies and Previous Researchmentioning

confidence: 97%

Patient or Citizen? Participation and Accessibility for Deaf and Hard-of-Hearing People in the Context of Interpretation in Sweden

Holmström

Bagga-Gupta

2021

Scandinavian Journal of Disability Research

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Drawing upon ethnographic data from two projects, this paper focuses on interpretation issues in deaf and hard-of-hearing (DHH) individuals' everyday lives. A specific issue is the importance of and the ways in which interpretation services and Swedish -Swedish Sign Language interpreters shape their experiences and participation. Three themes are illustrated, highlighting tensions that facilitate or obstruct DHH individuals' participation. The analysis shows that they are positioned as both patients and citizens. Unequal power relationships position them in passive roles, as patients, with limited possibilities to shape the interpreter services, while they simultaneously shoulder major responsibility for its smooth functioning. The mundane nature of the analysis also highlights how they are accorded the position of citizen within the same services.

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Communicating and Hand(ling) Technologies. Everyday Life in Educational Settings Where Pupils With Cochlear Implants Are Mainstreamed

Cited by 16 publications

References 23 publications

Disabling and Enabling Technologies for Learning in Higher Education for All: Issues and Challenges for Whom?

Disabling and Enabling Technologies for Learning in Higher Education for All: Issues and Challenges for Whom?

Feeling disabled: Vowel quality and assistive hearing devices in embodying affect

Patient or Citizen? Participation and Accessibility for Deaf and Hard-of-Hearing People in the Context of Interpretation in Sweden

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