Engaging the Neurodivergent Producer Exploration of Socio-Technical Needs and Ambitions via Digital Interventions

“Teachers and pedagogues should have the ability to customize their classes and approaches to include digital intervention practices on a regular basis” ⤴️
“Giving workshops (Rice et al., 2018) and providing technologies so that participants can create devices (Frauenberger et al., 2016) provide ways to address that question. I propose that learning with and learning as a co-producer offers another powerful approach to explore new aspects of participation from a socially vulnerable position” ⤴️
“We do not hear enough from neurodivergent youth.” ⤴️
“explore the liminalities, marginalities, and privileges as well as uncertainties and change-bilities of our bodily selves and lives. (pp. 4–5)” ⤴️
“subjectivity as a ‘construct that emerges in concert with technology’” (McNeill, 2016, p. 66).” ⤴️
“s that they offer users a repertoire of image, myth and history from which to co- create self-stories and give politicized communities access to new spaces for intersectional self-invention and narration (Baer, 2015). (Rice et al., 2018, p. 4) This sense of biomythography and self-invention and narration appeared to be visible” ⤴️
“This sense of biomythography and self-invention and narration appeared to be visible in the online explorations” ⤴️
“used video compositing to create stories of who they were and what they could do” ⤴️
“y, myth,” ⤴️
“a feminist perspective and augment our participants’ “personal stories with history, myth, and image, moving beyond dualisms of private and public, story and history, text and image, researcher and participant, and past and future to surface/create/tell who we become in relation through our research” (Rice et al., 2018,” ⤴️
”.” ⤴️
“exploratory engagement via digital production.” ⤴️
“the participants’ digital ambitions and aspirations were taken seriously in a way they approved of but did not experience to any significant extent in their respective institutions (” ⤴️
“The horizon of possibilities for neurodivergent youth may otherwise be constrained by a system-centric view (where grades and policies regulate what is to be done and how) instead of possibilities and actual abilities (where the low-hanging fruit of “let’s try to accomplish something new” is not seen as vital).” ⤴️
“They created spaces for digital exploration by building on the existing digital practices engaged in by our participants and further expanded those with relevant information available online.” ⤴️
“exploratory approach” ⤴️
“There have been attempts at residential sites and special schools to create, for example, makerspaces and digital fabrication environments, as reported by Harry (phone interview, June 4, 2022).” ⤴️
“the emergence of co-constituting human–technology relationships,” ⤴️
“While at the start of field study 2, I would have thought that there was more to the intentional, somewhat rational, and person-centric desire that people have to customize their technology to how they like and use it, I now think otherwise.” ⤴️
“Based on what I experienced with our participants, I am more interested in future iterations” ⤴️
“of this project aimed at exploring how socially vulnerable populations gravitate toward certain technologies due to them being the only existing (or only known) means of self-expression, self-exploration, and social communication.” ⤴️