#especially notable also are his discussion of interpreter bias and condescension. let's attack the room together.

[hypokeimena]

In recent years, there has been a rush on the internet to supply image descriptions and to call out those who don’t. This may be an example of community accountability at work, but it’s striking to observe that those doing the most fierce calling out or correcting are sighted people. Such efforts are largely self-defeating. I cannot count the times I’ve stopped reading a video transcript because it started with a dense word picture. Even if a description is short and well done, I often wish there were no description at all. Get to the point, already! How ironic that striving after access can actually create a barrier. When I pointed this out during one of my seminars, a participant made us all laugh by doing a parody: “Mary is wearing a green, blue, and red striped shirt; every fourth stripe also has a purple dot the size of a pea in it, and there are forty-seven stripes—”

“You’re killing me,” I said. “I can’t take any more of that!”

Now serious, she said it was clear to her that none of that stuff about Mary’s clothes mattered, at least if her clothes weren’t the point. What mattered most about the image was that Mary was holding her diploma and smiling. “But,” she wondered, “do I say, Mary has a huge smile on her face as she shows her diploma or Mary has an exuberant smile or showing her teeth in a smile and her eyes are crinkled at the edges?”

It’s simple. Mary has a huge smile on her face is the best one. It’s the don’t-second-guess-yourself option. My thinking around this issue is enriched by the philosopher Brian Massumi’s concept of “esqueness.” He exemplifies it by discussing a kid who plays a tiger:

One look at a tiger, however fleeting and incomplete, whether it be in the zoo or in a book or in a film or video, and presto! the child is tigerized… The perception itself is a vital gesture. The child immediately sets about, not imitating the tiger’s substantial form as he saw it, but rather giving it life—giving it more life. The child plays the tiger in situations in which the child has never seen a tiger. More than that, it plays the tiger in situations no tiger has ever seen, in which no earthly tiger has ever set paw.

Just as the child and an actual tiger are not one bit alike, the words Mary has a huge smile on her face have nothing in common with the picture of Mary holding her diploma. Yet the tiger announces something to the world, its essence, and a kid can become tiger-ized and be tiger-esque, their every act shouting, I am a tiger. The picture of Mary at her graduation is shouting something, and the words Mary has a huge smile on her face are also shouting something. It is at the level beyond each actuality, in the swirl that each stirs up, that the two meet.

(from Against Access, by John Lee Clark - link in notes)