Beruflich Dokumente
Kultur Dokumente
PUBLICS
FOR
INCLUSION
MEDIATED
PUBLICS
FOR
INCLUSION
o1 INTRODUCTION
AN OPPORTUNITY
Isolation is the obvious
enemy of cooperation.
RICHARD SENNETT IN TOGETHER
(SENNETT 166)
o2 CONTEXT
MEDIATED publics for inclusion are public spaces that are open up participation
o3 ANALYSIS
10
o4 CONVERGE
16
objects; however, there is opportunity for mediation through the social structures
o5 IMPACT
24
within the spaces design creates. To understand this opportunity, I will explore
o6 CONCLUSION
30
o7 APPENDICES
32
deaf and hard of hearing students1 in the workplace, the impact of that work, and
o8 BIBLIOGRAPHY
36
o9 ACKNOWLEDGEMENT
40
o2 CONTEXT
COMMUNICATION
IN COLLABORATION
RICHARD FLORIDA
(FLORIDA)
o2 CONTEXT
DEFINITIONS
IMPAIRMENT VS
DISABILITY
CULTURAL SHIFTS
the spark for innovation. When Melissa Mayer ended Yahoos remote
working policies, she noted that people are more collaborative and
Taskbased communication (I
collaboration that happens at the edge of the main project work. This
the remaining 45 minutes, I asked them not to speak to see what forms
(Abrams 75)
teams could still function with one of their metaphorical wheels off. I had
As communications in collaborative
o2 CONTEXT
is international (International
modern workplace.
SHIFTS IN EDUCATION
mainstreamed interaction.
MAINSTREAMED DHH
4.3%
75%
16.5%
POSTSECONDARY
EDUCATION
NOT IN LABOR
FORCE
26%
DECLINE IN DHH YOUTH
o3 ANALYSIS
11
COWORKER
FIG. 1: UNEASY
COLLABORATION
To Sennett, the workplace social triangle is made weaker by modern capitalism (Fig 1 & 2) which makes cooperation less
open (Sennett 129). In adapting the social triangle to DHH in the workplace, I note that modern accessibility frameworks have
the same effect How might they be strengthened through interdependence? (Fig 3 & 4)
CAREER
NAVIGATORS
BOSS
BOSS
WORKER
WORKER
COWORKER
FIG. 2: WEAKENED BY
MODERN CAPITALISM
DEAF/HH
ALLIES
FIG. 3: WEAKENED BY
TRADITIONAL ACCESSIBILITY
CAREER
NAVIGATORS
DEAF/HH
ALLIES
FIG. 4: STRENGTHENED
THROUGH INTERDEPENDENCE
TO UNCOVER the dynamics of the office place, I looked at the work of the
through the properties of craft and worker cooperation. Sennetts analysis makes
use of what he calls the social triangle, a descriptor for the bonds that connect
the actors in the workplace in collaboration (148178). The bonds of the social
triangle are uneasy and fraught with trust issues, and it is inherently unbalanced
13
o3 ANALYSIS
JOURNEY MAP
of interdependence in disability
own careers.
CAREER STAGES
HIRING
APPLY
WORKING
INTERVIEW
TRAIN
ADVANCING
WORK
PROMOTION
SUPERVISE
INTO INTERDEPENDENCE
SELF
DEFINITION
JOB LEADS
DISCLOSURE
INSIDE
CONTACTS
SOCIAL NEEDS
RULES OF
ENGAGEMENT
MEETING
COLLEAGUES
NOTES
& TIMELINE
COLLAB
ORATION
IDENTIFYING
ALLIES
WORK
RELATED
GOSSIP
CONVERSATION
FRAMEWORK
EMPLOYEE
SENTIMENT
CAREER BOOKS
WORKBOOKS
CAREER SERVICES
o3 ANALYSIS
PRECEDENT REVIEW
income generation.
15
KEYWORDS
ASSESSMENT
toolkits, urbanism,
open platform,
distributed, website
change management,
storytelling,
mentoring, meetings,
framework, toolkits,
structure
SCORE
ASSOCIATION
(NONPROFIT)
community,
nonprofit, mentoring,
support, workshops,
framework,
intergenerational
ZINES
(HANDMADE, OPEN DISTRIBUTION)
target appeal,
distributed, craft
aesthetic, small,
portable, handmade,
low cost, open
distribution
COMMUNITIES
OF RECOVERY
(positive deviance)
o4 CONVERGE
17
CASE STUDY
TOOLS AND STRATEGIES FOR DEAF AND HARD OF HEARING IN THE WORKPLACE
DEAF AND HARD OF HEARING are often situated as their
own primary advocates at the career level as in life. Typically
o4 CONVERGE
CRAFT
19
HACK
technology.
PRESENT
21
o4 CONVERGE
THE FRAMEWORK
THE FRAMING of the Crafting
selfdefinition to interdependence.
independence to interdependence,
communications in collaboration
11.2014
DIARIES V2
INTERACTION DIARIES V1
01.2015
02.2015
WORKSHOP
EXPANDING AUDIENCE
12.2014
03.2015
04.2015
o4 CONVERGE
23
conversations.
GUIDED DISCUSSION
DEFINE & DISCLOSE
FINDING ALLIES
INDVIDUAL ASSESSMENT
RULES OF ENGAGEMENT
INTERDEPENDENCE
25
o5 IMPACT
A TOOLKIT FOR
COMMUNICATIONS
ACCESS
CURRENT OUTCOMES
CURRENT IMPLEMENTATION
26
LONGTERM OUTCOMES
WORKSHOP DISTRIBUTION
27
CURRENT OUTCOMES
FACILITATING ONEONONE
28
o5 IMPACT
ASSUMPTION
Web &
social media
Online
communities
Individual empowerment
OBJECTIVES
Lowcost
workshops
Paid 1on1
coaching
System interdependence
29
hearing collaborators.
INTENDED
SHORT TERM
OUTCOMES
Distributing workbook
and framework online
Impacting career
services tools
ASSUMPTION
Develop workshop
distribution channel
FUTURE POTENTIAL
communications barriers..
INTENDED
LONG TERM
OUTCOMES
o6 CONCLUSION
31
MEDIATED PUBLICS
JUDITH BUTLER
(QTD IN ABRAMS 76)
works for no one. Users and uses are separated, and those
practiced itself.
the sidewalk and not the social system that enables it.
33
o7 APPENDIX A
o7 APPENDIX B
ETHNOGRAPHIC DIARIES
INTERACTION DIARY
NAME
DATE
DEAF/HH/OTHER
TIME
I RESPONDED BY
HOW I FELT
WHAT I WANTED
WORKSHOP
PRIOR TO WORKSHOP
Everyday you encounter people. Take note of your interactions. Record your what they did, how you
responded, felt, and wanted. Please also note your energy level after each exchange.
DEAF/HH
ALUMNI
ENERGY
EACH DAY, WE MEET PEOPLE AND TALK WITH THEM. How do you feel? Follow the example below. Write what you wanted.
Then write what you did. Then write how you responded. How did that make you feel? What did you wish were different? Then
draw a picture of the conversation. Use as many pages as needed.
AT (where? home? school? the store?), I TALKED TO (who? a shopkeeper? a friend? a stranger?)
INDIVIDUAL DEFINITION
AFTER WORKSHOP
INTERDEPENDENCE
CONTACT FROM
JASON AT SDS
AGREES
TO ATTEND
SURVEYED
ABOUT EXISTING
SENSE SELF &
WORK/CAREER
NAMETAG SELF
IDENTIFICATION
INTRODUCED TO
TOPIC OF SELF
AGENCY W/ RA
CHEL KOLB VID
START TOOLKIT:
DEFINE SELF,
DISCLOSURE
ROLE PLAY
TYPES OF
CONVO, IDENTIFY
ALLIES, WRITE 10
RULES
COMPLETE
FOLLOW-UP
SURVEY
CONTACT FROM
CTE
AGREES
TO ATTEND
SURVEYED
ABOUT EXISTING
SENSE SELF &
WORK/CAREER
NAMETAG SELF
IDENTIFICATION
INTRODUCED TO
TOPIC OF SELF
AGENCY W/ RA
CHEL KOLB VID
START TOOLKIT:
DEFINE SELF,
DISCLOSURE
ROLE PLAY
TYPES OF
CONVO, IDENTIFY
ALLIES, WRITE 10
RULES
COMPLETE
FOLLOW-UP
SURVEY
DEAF/HH STUDENTS
DRAW A PICTURE.
BECAUSE I WANTED (to buy something? go some place?) SO I (wrote or typed notes? signed?)
TIME?
AND THAT PERSON (what did that person do to respond?). I WISH THAT I (had help? had a
SCHEDULE
MEETING WITH
ALLY TO DISCUSS
RULES, REPORT
BACK
magic device?). I FELT (how did this conversation make you feel?).
AT
TIME?
DRAW A PICTURE.
, I TALKED TO
BECAUSE I WANTED
SO I
. I WISH THAT I
. I FELT
AT
.
DRAW A PICTURE.
, I TALKED TO
BECAUSE I WANTED
TOOLKIT
- DEFINITION
- ALLIES
- 10 RULES
CONTACT FROM
CTE
DISABILITY
SERVICES
CONTACT FROM
CTE
PRELIMINARY
DISCUSSION
ABOUT TOOLS /
PROCESS
POST WORK
SHOP REVIEW
TOOL TESTING /
DEPLOYMENT
DRAW A PICTURE.
SO I
. I WISH THAT I
. I FELT
NAME
NAMETAG
.
, I TALKED TO
BECAUSE I WANTED
THANK YOU! Please return your completed form (scan it or take a picture) to
christophertayloredwards (at) newschool (dot) edu
WORKSHOP SPACE
. I WISH THAT I
. I FELT
TIME?
CAREER
SERVICES
SO I
AT
. I WISH THAT I
. I FELT
TIME?
SCHEDULING
EMAILS (2)
SO I
AT
DOODLE OF
POTENTIAL DATES
DRAW A PICTURE.
, I TALKED TO
BECAUSE I WANTED
TIME?
TOUCHPOINTS
DATE
PAGE
OF
PRELIMINARY
DISCUSSION
ABOUT TOOLS /
PROCESS
OUTREACH TO
CAREER SER
VICES / ALUMNI
POSTWORK
SHOP TOOL
ANALYSIS
FOLLOW-UP
ANALYSIS
o7 APPENDIX C
TESTING SURVEYS
BELOW AND RIGHT Text of the pre- and post-workshopsurveys
created to gauge the efficacy of the experience and the tools.
While there were modest changes in the way people perceived
their self agency, the most valuable part was the comments in
regard to storytelling and sharing strategies..
.
o7 APPENDIX D
CRAFTING ACCESS: AFTER WORKSHOP SURVEY
1. What was your favorite activity?
Define Yourself worksheet
Guided discussion with the cards
Find your Ally worksheet
Communicate with Me / 10 Rules worksheet
2. How do you self identify? How you describe your
hearing.
(same options as pre-workshop)
3. What did you think about the Define Yourself
worksheet?
4. How comfortable are you comfortable are you working
with hearing people?
Hate it 0 10 Very comfortable
5. Is this a change from how you felt before the
workshop? Y / N
6. What did you think about the Guided Discussion with
the cards and the story writing?
7. How concerned are you about being to communicate in
future hearing environments?
Very concerned 0 10 Looking forward to it
8. Is this a change from how you felt before the
workshop? Y / N
9. For the Communicate with Me (10 rules) worksheet
would you share it with your friends and allies? Y / N
10. What did you think about the Find Your Ally worksheet?
11. What did you think about the Communicate With Me
worksheet?
12. Will you use any part of the toolkit of worksheets
again? *
Define Yourself
Find Your Ally
Communicate with Me / 10 Rules
none
35
I AM
I HAVE
DEFINE YOURSELF
FIND
YOUR ALLY
DEFINE
YOURSELF
FINDCOMMUNICATE
YOUR ALLY WITH ME
ALLIES AND
MAKE A PLAN TO TALK
DEAF?FIND
HARDYOUR
OF HEARING?
OR COMMUNICATIONS
WITH
THEM
ISSUES?
HOW
DO REGULARLY.
YOU DEFINE YOURSELF?
I AM
I HAVE
1.
I AM
2.
2.
I HAVE
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
I AM
COMMUNICAT
1.
I AM
I HAVE
.
I AM
NAME
NAME
9.
9.
CHECKIN
10.
CHECKIN
10.
o8 BIBLIOGRAPHY
37
BIBLIOGRAPHY
Accommodation and Compliance Series: Employees
with Hearing Loss. Accommodation Ideas. Office of
Disability Employment Policy, 07 Mar. 2013. Web. 15 Mar.
2015. <http://askjan.org/media/Hearing.html>.
Abrams, Kathryn. Performing Interdependence: Judith
Butler and Sunaura Taylor in the Examined Life.
Columbia Journal of Gender and Law 21 (2011): 7289.
Berkeley Law Scholarship Repository. Berkeley Law, 1
Jan. 2011. Web. 20 Feb. 2015. <http://scholarship.law.
berkeley.edu/facpubs/464>.
Allen, Thomas E. Who Are the Deaf and Hardofhearing
Students Leaving High School and Entering
Postsecondary Education? Research Support &
International AffairsG. Gallaudet University, 05 Dec.
2011. Web. 29 Apr. 2015. <https://research.gallaudet.
edu/AnnualSurvey/whodeaf.php>.
o8 BIBLIOGRAPHY
39
o9 ACKNOWLEDGEMENT
THANK YOU
WHEN I STARTED this work, I had intended it to be just a case study for a specific method of work: open, participatory, and
experience based. Instead I have found this project situated within a vast community both at the academic level and the
much more personal level. With my deepest gratitude, thank you all that helped, guided, prodded, and otherwise kept me
on track but always digging deeper. Especially Lara, Linda, and, of course, Alex.
CHRISTOPHER TAYLOR EDWARDS is a design and digital strategist with a background
ADVISOR
OUTSIDE ADVISOR
DISABILITY SERVICES
Jason Luchs
Ariel Merkel
ethnographic urbanism, experience design, and performance art. Through his participatory
research, diagramming, modelling, and storytelling, Christopher engages with community
EDITOR
DHH STUDENTS
DHH GRADUATES
Alex Thornton
Carol Cao
Angela Chen
Maxime Coleon
Nikheel Iyeer
Linnuo Zheng
David Cook
Robyn Girard
Virginia Shou
CAREER SERVICES
TRANSCRIBERS
stakeholders to build environments, organizations, and experiences for social inclusion. His
emerging practice engages the psychology of time and space, the pedagogy of empathy,
and human development.
THESIS 2015