ABSTRACT
This chapter maps the theoretical framework for sensory transitions. The chapter is structured through a group of relatable analytics that connect with data analysis and with current theoretical approaches in the arts and humanities, as these approaches can be contextualised for contemporary undergraduate presences at British universities.
There is a comparative, multi-modal, theoretical lens for mapping how arts methods contribute to sensory transitions into university cultures. This comparative lens is made in the relationships between poststructuralism, intersectionality, and posthumanism. This chapter addresses the central research question: how can we enable vocal self-expression and a sense of belonging at university, for undergraduate students with diverse cultural identifications? Concepts of sensory transition and meeting points in arts practice are then defined, as they are relevant to the experiences of undergraduates starting their degree programmes.
Theorising Sensory Transitions build new understandings, with contextualised exemplification and balanced argumentation. The chapter is structured in sections for: arts of self-representation; intersectionality for dimensionality; decolonisation and class patterns; substantiation; assemblage and affect.
This theoretical chapter locates the significance of creative practice for participation, self-representation, and well-being. Developing theorised narratives of voice, care, and belonging, this chapter explores how sensory adaptation can be assisted through arts practice.
