Listening to Voices: Creative Disruptions with the Hearing Voices Network

在心理健康服务的背景下，听者通过使用其他语言和污名化标签，感受到在日常生活中使用学术语言的影响。这个项目试图通过建立一个跨学科的听力专业网络来学习如何倾听“他人”，并对抗语言使用的压迫性结构。它将听音网络、独立艺术家和学者聚集在一起，为创造性的听力练习开发了一套资源。这些利益相关者将合作设计项目活动和产出。“倾听声音”的问题是：“学会一起/以不同的方式倾听会是什么感觉？”创造性的倾听实践如何使个人和社区更好地适应以前被边缘化、被压抑或被忽视的“他人”的声音？它把倾听作为学院和学院外其他人之间有意义的交流和合作的场所，承认苏格兰和北爱尔兰的听力之声组织是针对多重和复杂的声音开发创新和仔细考虑的听力实践的专家。同样，促进这项研究的早期职业研究人员也是三个不同学科的听力实践方面的专家：在这个案例中，专注于与(1)诗歌、(2)音乐和(3)叙事文本的多种声音相关的跨学科方法。这种交流的目的是打破知识和权力的等级制度，在这种等级制度下，“专家”学者对“学科”社区进行研究，然后创建文本，再现这种权力结构的各个方面。这个项目产生的所有共同创作的文本都将受到“其他”声音的干扰，创造性的手段(音乐、诗意、抒情)将被用来展示这些干扰在文本本身中的结果。在拉丁语中，“文本”的意思是“纸巾”或“编织”。由此产生的倾听指南和所有其他输出(包括声音艺术作品)将使代表在由声音听者、学者和艺术家的声音编织而成的合作文本组织中代表权威斗争的层层含义变得可见。通过使创造性的干扰变得可见和可听(例如，在“覆盖”、删除或注释中)，这些文本将突出关于协作过程和权威政治的具有挑战性和意义的东西，这些政治被写在“完成的”文本的结构中。由此产生的听力指南将可从该网站下载。它还将以限量印刷的形式出版，并通过听觉之声网络免费发行。它将提供给所有项目合作伙伴，并在InterVoice 2015上分发。这些数据将成为共同撰写的期刊文章的基础，这些文章将使用在听力指南的创建和破坏中发展的创新听力实践，以重新想象学术写作实践，使学术文本中的其他声音变得明显和可听。学术实践可以迫使压制某些形式的声音，但这些声音重新浮出水面，例如，在学术文本的脚注中，这些声音成为允许存在其他声音(例如，主观的、怀疑的、曲折的、超批判的、滑稽的)的地方。这些地方也清楚地呼应了语音听力体验的某些方面，因此展示了上文概述的各种专业知识之间的共鸣。这并不是说脚注的做法类似于听音的经验，而是突出了学术文本如何声称是客观的、理性的和权威的，并将主观的、个人的和多重的放在知识层次的底部，然而学术脚注表明，这些文本本身总是包含着一种核心，即准确地识别他们认为是他者的知识种类。

In the context of mental health services, voice-hearers feel the effects of academic language-use in their everyday lives through 'othering' languages and stigmatising labels. This project seeks to learn how to listen to 'others' and to counter oppressive structures of language-use by building a trans- and inter-disciplinary network of expertise in listening. It brings together voice-hearing networks, independent artists and academics to develop a suite of resources for creative listening practices. These stakeholders will collaborate to design the project activities and outputs. 'Listening to Voices' asks 'what would it be like to learn to listen together/differently?' How might creative listening practices enable individuals and communities to become more attuned to the voices of 'others' previously marginalized, repressed or ignored? It focuses on listening as the site of meaningful exchange and collaboration between the academy and those outside it, recognising that Hearing Voices groups in Scotland and N.Ireland are experts in developing innovative and carefully thought out listening practices in relation to multiple and complex voices. Similarly, the early career researchers facilitating the research are also experts in listening practices developed in three different disciplines: in this case focusing on a cross-disciplinary approach that relates to the multiple voices of (1) poetic, (2) musical and (3) narrative texts. The aim of this exchange is to disrupt hierarchies of knowledge and power, where 'expert' academics conduct research on 'subject' communities and then create texts that reproduce aspects of this power structure. All co-created texts that result from this project will be subjected to the disruptive effect of 'other' voices, and creative means (musico, poetic, lyrical) will be used to display the results of those disruptions within the text itself. The Latin for 'text' is 'tissue' or 'woven' thing. The resulting guide to listening and all other outputs (including sound art works) will make visible the layers of meaning that represent the struggle for authority in the tissue of a collaboratively produced text, woven from the voices of voice-hearers, academics and artists. By making visible and audible the creative disruptions (in, for example, 'overwriting', erasure or annotations), these texts will foreground what is challenging and meaningful about the collaborative process and the politics of authority written over and into the fabric of the 'finished' text. The resultant listening guide will be downloadable from the website. It will also be published in a limited printed run to be given out for free via Hearing Voices Networks. It will be made available to all project partners, and distributed at Intervoice 2015.This data will form the basis for co-authored journal articles, which will use the innovative listening practices developed in the creation and disruption of the listening guide in order to re-imagine academic writing practices, in allowing 'other' voices within academic texts to become obvious and 'audible'. Academic practices can force the suppression of certain forms of voice but these voices resurface, for example, in the footnotes of academic texts which become places where 'other' voices (e.g. subjective, doubting, meandering, hyper-critical, comic) are allowed to be present. These places also clearly echo some aspects of voice hearing experience and therefore demonstrate resonance between the forms of expertise outlined above. This is not to say that the practice of footnoting is analogous to the experience of voice-hearing, but to foreground how academic texts claim to be objective, rational and authoritative, and place the subjective, personal and multiple at the bottom of a hierarchy of knowledge, yet academic footnotes reveal that these texts always already contain within themselves a kernel of recognition of precisely the kinds of knowledge they deem to be 'other'.