YorkSpace

YorkSpace is York University's Institutional Repository. It supports York University's Senate Policy on Open Access by providing York community members with a place to preserve their research online in an institutional context.

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Recent Submissions

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    An Exploratory Analytical Framework for Artificial Intelligence-Driven Interactive Art Installations
    (MDPI AG, 2026-10-01) Park, Sihwa; Oh, Je-ho
    Interactive art is a form in which aesthetic content emerges through audience participation within technology-based installations designed for interactive engagement. Recent developments in AI have increasingly shaped this field, influencing audience participation, the dynamic interplay between installations and algorithms, and the formation of aesthetic experience. However, relatively little research has examined how AI affects these design dimensions in interactive art. To address this gap, this study proposes the exploratory 4A framework, comprising audience participation, art object embodiment, AI inquiry and response, and aesthetic experience. Rather than advancing a wholly new theory of interaction, the framework extends earlier models by treating AI as an analytically distinct entity to examine the technical and experiential conditions specific to AI-driven artworks. Drawing on publicly available documentation, we analyzed three artworks presented at the CVPR 2024 AI Art Gallery as illustrative cases to demonstrate the framework’s application. The analyses elaborate interpretive design propositions concerning AI temporality, modality conversion, and AI-mediated aesthetic experience. These propositions suggest potential approaches to designing AI-driven interactive installations, while the framework provides a structured basis for further analysis. The study’s limited case selection and documentary basis highlight the need for broader application, framework refinement, and empirical investigation of audience experience.
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    Una aedicula fragmentaria de Augusta Emerita con mención a un legatus Augusti
    (Museo Nacional de Arte Romano, Mérida, 2025) Edmondson, Jonathan Charles; Ramírez Sádaba, José Luis; Hidalgo Martín, Luis Ángel
    This article provides a detailed study of a small aedicula from Augusta Emerita that has long formed part of the collection of the MNAR (inv. 607). It was first studied by Luis García Iglesias in his unpublished doctoral thesis of 1973 (ERAE 560) and, more recently, by José María Murciano Calles in his Ph.D. thesis, published in 2019. This article raises questions about its possible funerary function and provides a substantially new reading and interpretation of the single line of text that is preserved on the upper part of the monument. It is argued that the person mentioned in the text is a certain (H)aterius Urbanus, of senatorial rank, who found himself in Emerita fulfilling the role of legatus Augusti during the second half of the second century, not as provincial governor, but as a legatus appointed by the emperor to assist the actual governor of Lusitania, possibly in judicial matters among others. Hence, the monument attests a member of the Roman provincial administration occupying a position hitherto undocumented at Augusta Emerita and in the province of Lusitania.
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    "We Have a Voice": Children's Perspectives of Their Rights and The UNCRC
    (2026-07) Campbell, Jessica Leigh; Shabtay, Abigail; Coulter, Natalie; Cowdy, Cheryl
    The Government of Canada ratified the United Nations Convention on the Rights of the Child (UNCRC) in 1991, assuring that it will implement the terms into its domestic law. These rights include Article 42, which requires state parties to ensure that children and adults are aware of children’s rights under the convention. This paper investigates how children aged 9-11 in Toronto, Canada, express their understandings and perspectives as they relate to children’s rights and the UNCRC. Using a qualitative, participatory approach, the study engaged children through a range of child-centred methods, including focus groups, embodied tableaux, puppetry, poster-making, and draw-and-tell activities. The findings reveal children’s understandings and interpretations of their rights. Through discussions and participatory activities, child participants reported limited prior knowledge of the UNCRC and children’s rights, a recognition of children’s reliance on adults to uphold and protect their rights, and feelings of personal responsibility in protecting their privacy rights online. Additionally, children proposed suggestions to further strengthen children’s rights documents and better align with their experiences in the contemporary context, focusing on three main areas: outdoor experiences, opportunities for social interaction, and digital access.
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    Sickling in an Able-Bodied World: An Autoethnography of the Ontario Sickle Cell Health Quality Standard
    (2026-08) Morris, Bethany; da Silveira Gorman, Rachel; Simpson, Yvonne
    Sickle Cell Disease has very limited research from a Critical Disability lens. For example, Swanson et al. notes that there is extensive discussion of SCD from a multifactorial lens. “Disability among people with sickle cell disease, which includes physical, psychological, and social dimensions.” (Swanson, et. al p. 390). A strong disability perspective is outlined, noting: “pain is not simply the result of a biological process but is influenced by the social context.” (Swanson, et. al. p. 392). More often than not, attention is paid to the disease from a biomedical and clinical lens. My research aims to look at SCD from an embodied/lived experience perspective. Individuals living with SCD go through pain daily. They have to constantly monitor their body for pain, and to be hyper-aware of their body’s signals. The body ends up being something that a person doesn’t fully trust. Writing from an embodied experience pushes back against seeing the illness only in terms of lab values or genetics; instead, it allows us to focus on what it feels like to live with SCD in this body, in this healthcare system, in this society. To elucidate the inadequacies of the Ontario healthcare system for people living with SCD, I will engage in a critical reading of the Ontario Quality Health Standard (HQS) from the perspective of a Black Woman living with SCD, using a Black Disability Studies lens. The HQS was designed for people living with SCD to receive high-quality care when they enter an emergency room. The purpose of the document is to make recommendations for improving the care of individuals with SCD in hospitals, including “eight quality statements that address areas identified by the Sickle Cell Disease Quality Standard Advisory Committee as having high potential to improve care for people with sickle cell disease in Ontario” (Ontario Health, 2023, p. 7). SCD remains under-recognized in Canadian healthcare, and the current HQS fails to fully reflect the experiences and needs of those living with chronic conditions like SCD, especially Black Canadians who face intersecting systemic inequities, despite growing acknowledgement of the impact of anti-Black racism on healthcare for people with SCD.
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    (De)Humanization and (Re)Education: A Critical Caregivers Narrative of Resistance to IPRC Policy and Practice
    (2026-08) Millar, Kristen; Parekh, Gillian; da Silveira Gorman, Rachel
    Based on my observations, Identification Placement and Review Committee processes can be inconsistent, dehumanizing and inaccessible to caregivers and students. Using autoethnography, I analyzed my personal experiences navigating a large board in Southern Ontario on behalf of my son, to illustrate the human implications of current IPRC policies and procedures. In addition, a Critical Discourse Analysis (CDA) was conducted of The Education Act as compliment to my narrative experiences. More specifically, textual analysis examined power relations and ideological text. My primary research questions explored the role of the IPRC in the organization of resources and the impact on the education experience of children with disabilities. My secondary research questions examined how current IPRC policies and procedures perpetuate eugenic/colonial ideologies, how organizing children by perceived ability results in harm and the immediate and long-term impacts of ability-grouping, segregation and limited resources for students with disabilities. My theoretical frameworks included Critical Race Theory (CRT), Disability Studies in Education (DSE) and Reform Framework. First, CRT guided my analysis of streaming practices and methodologically, by way of source selection. Second, DSE, incorporating Critical Disability Theory, applied a social justice lens and is specific to the educational context. A reform framework assisted in the construction of a bottom-up approach to reforming (or dismantling) the IPRC process and special education. Results identified four major themes in relation to IPRC policies and procedures, which are as follows: (1) institutional dominance; (2) inconsistent application (3) non-compliance and discrimination and (4) lack of accountability.