This book invites the reader to think about collaborative research differently. Using the concepts of ‘letting go’ (the recognition that research is always in a state of becoming) and ‘poetics’ (using an approach that might interrupt and remake the conventions of research), it envisions collaborative research as a space where relationships are forged with the use of arts-based and multimodal ways of seeing, inquiring, and representing ideas.
The book’s chapters are interwoven with ‘Interludes’ which provide alternative forms to think with and another vantage point from which to regard phenomena, pose a question, and seek insights or openings for further inquiry, rather than answers. Altogether, the book celebrates collaboration in complex, exploratory, literary and artistic ways within university and community research.
When the utility of masks or vaccinations became politicized during the COVID-19 pandemic and lost its mooring in scientific evidence, an already-developing crisis of expertise was exacerbated. Those who believe in consensus science wondered: “How can ‘those people’ not see the truth?
This book shows that it is not a ‘scientific’ controversy, but an ideological dispute with ‘believers’ on both sides. If the advocates for consensus science acknowledge the uncertainties involved, rather than insisting on cold, hard facts, it is possible to open a pathway towards interaction and communication, even persuasion, between world views.
As the crisis of expertise continues to be a global issue, this will be an invaluable resource for readers concerned about polarized societies and the distrust of consensus science.
Introduction There has been much attention given to the relationship between early life socio-economic disadvantage and poorer health outcomes and disability in population health research. This association has been demonstrated across various objective and subjective measures, in both adults and children ( Nikiéma et al, 2012 ; Nobles et al, 2013 ; Darin-Mattsson et al, 2017 ; Doebler and Glasgow, 2017 ; Kivimäki et al, 2020 ). It is only recently that researchers have begun to focus on the impact on adolescent health, recognising the long
idea that kids matter, and what kids do and say also matters ( Rodriguez Kerr et al, 2020 ). 4 This remains a central tenet for my own research practice as an early career scholar engaging with participatory multimodal frameworks along with Disability Studies in Education ( Gabel, 2005 ) and Critical Spatial Theory ( Massey, 2005 ; Soja, 2010 ). Crafting this poem as a response to Lalitha’s vignette about Robert provided me with a moment to consider my own lived experiences as a graduate student researcher and workshop facilitator. This poem serves as a tracing of
Ray McDermott (1998) critique the practices of labelling and categorization that – at the time and is still true today – dominate American schooling. Categories and labels are culturally produced at particular moments and given particular circumstances, but when they become embedded in an ongoing way into the practices of an institution it becomes difficult for children to avoid being consumed by them. The authors dive deeply into the cultural production of ‘disability’ as a category assigned to a child whose practices did not conform to school expectations. Given
, 2013 ; Nicolaisen and Thorsen, 2014 ; Durcan and Bell, 2015 ; Griffiths, 2017 ; ONS, 2018a ), as is disability. Yet disability is itself strongly associated with socio-economic disadvantage ( Priestley, 2001 ; Jenkins and Rigg, 2004 ; Maroto et al, 2019 ); and it can be a consequence as well as a driver of reduced social contacts ( Lund et al, 2010 ). Much work on social support in general and on the influence of social relationships on (disabled) people’s outcomes focuses on later life ( Berkman, 2000 ; Dykstra, 2009 ; Durcan and Bell, 2015 ; Burholt et al
Introduction Visual impairment is one of the most common disabilities among older adults ( Loh and Ogle, 2004 ; Giloyan et al. 2015 ; Rafaely et al. 2018 ). About 65% of the visually impaired and 82% of the blind people worldwide are those aged 50 and older ( World Health Organization, 2012 ). In fact, most of the major eye diseases are age-related and the prevalence of these vision-threatening conditions increase considerably after age 75 ( Chader and Taylor, 2013 ). A distinguished body of research has illuminated the health risks associated with age
disease, disability and death, and are therefore important burdens for individuals and society, particularly in the context of ageing populations. Second, in respect of specific types of maltreatment, findings across several original studies showed that associations differed for a range of outcomes at different life-stages ( Table 3 ). No type of maltreatment was associated with all outcomes, but neglect showed the most widespread associations in both child and adulthood. Methodological strengths and limitations The original studies summarised in this overview
Key messages Early-life factors predict later-life functional limitation risk, but their independence is unclear. Paths between early-life factors and functional limitation risk were examined at ages 55, 65 and 75. Higher childhood socio-economic status and cognitive ability independently predicted lower risk. There was also evidence of mediation between early-life factors and by adult socio-economic status. Introduction Although average life expectancy has increased in developed countries, ‘disability-free’ or ‘healthy’ life expectancy has
family structure, were important in shaping household experiences. Policy implications from this work are important to help shelter vulnerable households from economic impacts or other external forces. The second research note on ‘Exploring the effects of socio-economic inequalities on health and disability in Northern Irish adolescents: evidence from a nationally representative longitudinal study’ by Eoin McElroy, Caroline Courtney, Gary Adamson, Laurence Taggard, Peter Mulhall, Finola Ferry, Jamie Murphy and Una O’Conner Bones (2023) uses data from the Northern