ABSTRACT
This chapter focuses on experiences of community that are established through arts practice, and student-led groups for self-representation that include arts practice. This chapter discusses how these learning and networking communities are forming their own active, meaningful connections in what the author terms ‘motivational assemblages’. Student communities also encourage leadership roles that are affirming and increase self-recognition in the learning environment. This chapter argues for the inclusion of sensory arts research methods in courses that have traditionally relied on verbal and written discourses. This chapter interprets observations of how vibrant, additional student-led practices can support the adaptation of learning programmes, to increase diversity of representation and widen participation.
