This chapter deals with the study of how deaf and hearing signers, and others, understand sign languages by themselves and in relationship to other languages and modalities. By doing linguistic ethnography, it is possible to investigate these language attitudes and ideologies as they unfold in everyday practice, towards ideas such as the status of sign languages and particular varieties; discourses surrounding linguistic authority, authenticity and ownership; and the emergence (or development) of new sign languages and new subject-specific vocabulary. The methods discussed in this chapter are ethnographic research methods and visual methods: participant observation, ethnographic filmmaking, and language portraits. The main points of the chapter are illustrated by means of three case studies: (1) participant observation in multilingual tourist spaces in Bali, in which Indonesian Sign Language, International Sign, and American Sign Language are used; (2) ethnographic filmmaking within an international multi-sited research project focusing on International Sign; and (3) the use of language portraits with new signers and heritage signers in Flanders, who mostly use Flemish Sign Language and Dutch
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Purpose of the Session:Migration studies has seen a growing number of critical authors who over the last decade have participated in reflexive works critiquing the Eurocentric focus of migration studies and how this has historically contributed to problematic theories, categories, and terminologies. These problematic and normative discourses have been perpetuating stereotypical and othering images, ideals and ideologies of migration and integration. With a growing number of publications within Occupational Science on migration and integration, the need for similar exercises of critical reflexivity become increasingly evident. This session aims to stimulate this conversation and explore future possibilities to continue the critical reflexive exercise. Structure and Method of Participant Engagement:The session will begin with a brief introduction to the ongoing discourse analysis which the authors are conducting on articles on migration and integration in Occupational Science and the highlights of the hegemonic and marginal discourses within this field. Participants will then work in groups to explore three questions to stimulate a discussion on critical reflexivity. Within each group, pieces of text will be presented, gathered from the analysis conducted by the authors, to situate the discussion and generate a critical dialogue. Three Discussion Questions:What role has research within Occupational Science played in perpetuating problematic categories in migration and integration in an unproblematic way?What assumptions rest within terms such as migrant, integration and ‘refugees’ which are used regularly within research in Occupational Science? Which theoretical resources could serve to advance the understanding of migration, displacement, and dignifying life?
Frontline professionals such as social workers and civil servants play a crucial role in countering violent extremism.Because of their direct contac twith society,first liners are tasked with detecting individuals that may threaten national security and the democratic rule of law. Preliminary screening takes place during the pre-crime phase. However, without clear evidence or concrete indicators of unlawful action or physical violence, it is challenging to determine when someone poses a threat. There are no set patterns that can be used to identify cognitive radicalization processes that will result in violent extremism. Furthermore, prevention targets ideas and ideologies with no clear framework for assessing terrorism-risk. This article examines how civil servants responsible for public order, security and safety deal with their mandate to engage in early detection, and discusses the side effects that accompany this practice. Based on openinterviews with fifteen local security professionals in the Netherlands, we focus here on the risk assessments made by these professionals. To understand their performance, we used the following two research questions: First, what criteria do local security professionals use to determine whether or not someone forms a potential risk? Second, how do local security professionals substantiate their assessments of the radicalization processes that will develop into violent extremism? We conclude that such initial risk weightings rely strongly on ‘gut feelings’ or intuition. We conclude that this subjectivitymayleadto prejudiceand/oradministrativearbitrariness in relationtopreliminary risk assessment of particular youth.
This PD project explores alternative approaches to audiovisual technologies in art and creative practices by reimagining and reinventing marginalized and decommodified devices through Media Archaeology, artistic experimentation, and hands-on technical reinvention. This research employs Media Archaeology to uncover “obsolete” yet artistically relevant technologies and hands-on technical reinvention to adapt these tools for contemporary creative practices. It seeks to develop experimental self-built devices that critically engage with media materiality, exploring alternative aesthetic possibilities through practice-based investigations into the cultural and historical dimensions of media technologies. These developments provide artists with new creative possibilities beyond mainstream commercial standardized tools and infrastructures. A key component of this project is collaborative innovation with artist-run analog film communities, such as Filmwerkplaats. By fostering knowledge exchange and artistic experimentation, this research ensures that reinvented tools remain relevant to both analog film communities and contemporary media art practices. The intended outcomes directly benefit two key groups: • Artist-run film labs gain sustainable methods for evolving their practices, reducing dependence on scarce, out-of-production equipment. • Digital-native artists are introduced to alternative methods for engaging with analog processes and media materiality, expanding their creative toolkit. This collaboration also strengthens art and design education by embedding alternative technological perspectives and research methodologies into curricula, providing students and practitioners with resourceful, sustainable approaches to working with technology. It advocates for a more diverse educational paradigm that incorporates media-technological history and critical reflection on the ideologies of linear technological progress. Ultimately, this research fosters critical discourse on media culture, challenges the dominance of corporate proprietary systems, and promotes innovation, redefining the relationship between creativity and technology.
