A thesis submitted in partial fulfilment of - Etheses - Queen Margaret ...

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99 when I was in my teens I started to have more serious health problems… erm… in relation to the condition that underlies all my illness… erm… I had mennorhagia… very heavy periods… which would cripple me, basically… because I would be anaemic… and I would be struggling to walk and things like that… one week out of four… erm… again, I didn‟t really think of myself as being disabled, but I was aware that I was on the receiving end of prejudice because of my illness, and…. particularly because it was the type of illness that people won‟t talk about at all, because it‟s a taboo subject… to talk about menstruation… so, where I tried to discuss it with girls at my school, people laughed at me and wouldn‟t believe me… despite the evident fact that I was falling over one week out of every four… (l.1:161ff.) A sense is gained that it is considered inappropriate to talk about impairment not just within formal or public situations, described by Erving Goffman as „the front regions‟, in which an individual‟s performance is judged „as an effort to give the appearance that his activity… maintains and embodies certain standards‟ (Goffman, 1976:110), but also to the „backstage area‟ in which a performer can reasonably expect to be able to relax. Jennie further comments: It reminds me of what I‟ve been told… with regards to my sexuality in the past… I‟ve had people say to me „We don‟t mind you being queer, but you don‟t have to talk about it…‟ and I rather feel that with disabilities that people can‟t see there‟s sometimes an attitude of „we don‟t mind you being disabled, but you can pretend it‟s not the case‟ …it‟s convenient in polite society if you pass as normal… (l.1:297ff.) Being told by friends and families, among whom it might be hoped one could drop the mask, that even here the subjects of impairment and disability are unwelcome for discussion, leaves little option but to turn these thoughts inwards. Sometimes this message is made implicit by refusing to offer openings to begin to talk. Ash comments of family occasions in Midlothian that: ...sometimes relatives at… erm… family gatherings… they don‟t really ask me what I‟m doing because I think they‟re a wee bit nervous to… they know I don‟t work, they know… it‟s not because of my physical disability that I don‟t work, it‟s because of my nervousness and that… that‟s what I believe, anyway, but they don‟t ask…
100 they feel nervous to ask “Well, what did you do yesterday?”… (l.1.865ff.) In Surinder‟s view it is not just in social life that disabled people are made to feel unwelcome, but within the family as well: One of my family members has said to me “Do you have to use that walking stick? Do you have to…?” …you know, they felt a sense of shame… they couldn‟t acknowledge that this person related to them has a disability now… do you deal with your disability or do you deal with the emotions of other people who are directly related to you and… with Joe Bloggs out in the street, out in the community… (l.1.409ff.) In other situations the subject is carefully evaded or, if acknowledged, quickly brushed over. Rose states that (My friends) don‟t have an understanding of the situation that I‟m in… they are not comfortable asking… you know, if I don‟t mention it, then they don‟t mention it… they‟re not really comfortable asking… one or two of them will say “Are you still walking?” or whatever… whatever it happens to be, and it‟s like, if you say “Yes,” it‟s… oh, okay, so everything‟s fine, and it‟s not… because you‟re trying to overcome terrible difficulties all the time… (l.1.631ff.) Sarah expresses the sense that disabled people are not expected to talk about their experiences for fear of troubling those around them: I‟d felt like I had to stay quiet and not say what I felt… because it would upset people, it would upset my mum and dad… it would upset… people out there who don‟t understand… and just look at us and think that you‟re disabled… (l.1.945ff.) The knowledge of hurt experienced by disabled sons and daughters can be difficult for parents to take on board, especially if there is little they can see to do about this. Swain and French (1998) have talked about the difficulties of family relationships of care when there is perceived no way of understanding disability other than as physical limitation to be endured and overcome. Sarah‟s strategy for dealing with this was protective: by not talking about her feelings she aimed to protect her parents from the upset that knowledge of her experience would bring.
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A thesis submitted in partial fulfi
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Abstract I offer a critical explora
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Contents Introduction p.1 Chapter 1
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When I speak of tensions I mean som
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Sutherland, Richard Rieser and Mich
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Chapter 1: Disability, Self and Ide
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8 Impairment: any loss or abnormali
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unceasing flow of representations,
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a daughter, a Scot, a West Coaster,
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matters of social significance beco
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16 Which individuality a human bein
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In Elias‟ view it is only when th
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20 [I‟m] a normal person. The onl
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acknowledgement of the processes by
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This involves a demand for recognit
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Habitus A useful insight can be dra
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as to have no impact on the rest of
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general public acceptance of the po
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32 the vast and deep injustices tha
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modernity has involved many attempt
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36 the affirmation of unique ways o
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described rather than having to rev
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Personal Experience On April 6, 197
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1100 boys from all over South Bucki
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mother did her best to discourage t
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46 mind, but to the society in whic
Page 53 and 54: ut is experienced in the terms of s
Page 55 and 56: Chapter 3: Methodology Why am I res
Page 57 and 58: 52 developing a theory, usually bas
Page 59 and 60: Hamer expresses a view here that
Page 61 and 62: nor is it satisfied with the interp
Page 63 and 64: Why not grounded theory? 58 The int
Page 65 and 66: 60 We set aside our prejudgements,
Page 67 and 68: events for disabled peoples‟ orga
Page 69 and 70: populations (Atkinson and Flint, 20
Page 71 and 72: terms of other groups of individual
Page 73 and 74: Jennie, a woman in her mid-thirties
Page 75 and 76: (Kusenbach, 2003) in which I accomp
Page 77 and 78: to me. I had expected interviewing
Page 79 and 80: 74 that we go about the daily neces
Page 81 and 82: Participants returned the scripts r
Page 83 and 84: l = line 1: = interview number 24ff
Page 85 and 86: 80 I‟m being pushed into a subjec
Page 87 and 88: The emergence of a sense of differe
Page 89 and 90: 84 I saw the other disabled kids an
Page 91 and 92: work and independent living, the ch
Page 93 and 94: 88 all the time we were extolled to
Page 95 and 96: The theme is repeated that being in
Page 97 and 98: Hazel struggled to recall any other
Page 99 and 100: 94 to one of my aunties‟ for a pa
Page 101 and 102: The sense of standing in isolation,
Page 103: Rose‟s husband suggests the possi
Page 107 and 108: 102 extent, you know, I spent… un
Page 109 and 110: 104 pain…” (laughs)… “Do yo
Page 111 and 112: ound the hat rack‟. Her relief at
Page 113 and 114: 108 definite contexts of meanings c
Page 115 and 116: What I find compelling in Thomas‟
Page 117 and 118: within different discourses. While
Page 119 and 120: My revised definition of disability
Page 121 and 122: Chapter 5: Disability as Role Intro
Page 123 and 124: Person-first thinking is supported
Page 125 and 126: 120 minicom… but these are just
Page 127 and 128: A different reason A related, thoug
Page 129 and 130: 124 never mind…” does not impro
Page 131 and 132: 126 abnormal, if you like, and more
Page 133 and 134: less powerful social group. Indeed,
Page 135 and 136: 130 was a case of I just cut off al
Page 137 and 138: 132 I can remember having an argume
Page 139 and 140: 134 there‟s never any representat
Page 141 and 142: people regard other disabled people
Page 143 and 144: 138 earth haven‟t you had a shag
Page 145 and 146: 140 Sadie used to do amazing things
Page 147 and 148: Lola recalls that she was regarded
Page 149 and 150: 144 weekly… I get on really fine
Page 151 and 152: 146 situations together… erm… c
Page 153 and 154: In gaining an understanding of the
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however, their descriptions of havi
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152 more often than not they are me
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to negative subject positioning, wi
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significance of impairment, this ha
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As someone with adult experience of
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argues, by the repetitive, structur
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162 psychologically speaking, this
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usually involve blind characters be
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166 other indecent part of it … a
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It begins to appear that the proble
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170 on Direct Payments or Individua
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172 increasingly becomes more impor
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Anne‟s statement here reflects th
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176 Society really does view all di
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Unsurprisingly, I reject Ouellette
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Initially Ali confesses to watching
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as „awful‟ - we can see again t
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184 you‟ve been brought up and ho
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debate the choices that are display
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188 media stereotypes - of race, ag
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190 I didn‟t start noticing them
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192 think about it… if it was…
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William Stothers, who describes him
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Opportunities for disabled people t
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198 part of society watching the te
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Chapter 7: Disability in Everyday L
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always somebody worse off‟ natura
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lasted several hours and others onl
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caught by something else she wanted
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“At the moment you‟re looking a
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The camera has already focussed upo
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Given that Cumberbatch and Negrine
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What‟s going on? Emma Bowler rece
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216 characters in that that were re
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While he described himself as takin
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experienced by Donald as he waited
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222 get back to Dundee... will Angu
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my feet were broken I spent three m
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are looking maybe they‟re not but
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Bus from Brunswick Square to North
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Toby Miller and Alec McHoul discuss
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Erin was waiting in the chairs insi
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Or if I do I want to be employed do
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crammed bookcases and decorated wit
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238 society, er … like, life... I
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240 (l.3:503ff.) While the transcri
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sense of solidarity and purpose tha
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244 sharing it you gain so much str
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space (l.3:140ff.) It was only duri
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248 Well... the point is the way I
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250 Sartre describes how the act of
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ought their children along. Neither
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Conclusion I conclude by re-visitin
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256 dealings with the world is when
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of the affirmative model will hold
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References Access 4 U 2 (2009) Term
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Burchardt, T. (2005) The education
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Elias, N. (2000) The Civilising Pro
Page 271 and 272:
Klages, M. (1999) Woeful Affliction
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Paralympics.com (2004) Paralympian
Page 275 and 276:
Stevens, S. (2008) „Movement Does
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Wilson, T. (1995) Watching Televisi
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274 Appendix B: Email Extracts I ha
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I first of all must say that I thin
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The discussion, comments and observ
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280 Appendix D: Themes arising from
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10. Political identity as disabled
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