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

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of England from organisations such as Disability Arts in London and the National Disability Arts Forum, leading to the closure of these bodies, and the imminent closure of the Scottish Arts Council‟s Equality Unit. Another major factor has been the distancing of themselves by artists who have gained some success within the disability arts movement from their community arts origins. It would be of value to conduct exploratory research asking whether the affirmative model could be used to reinvigorate the movement from which it emerged as an idea. The affirmative model and narrative practice Useful research could be carried out to explore ways in which the affirmative model could be used in popular education aiming to engage in critical conversations with disabled people as a process of revealing that established narratives do not describe the only possible realities. To this end I have in mind the development and trial of a series of illustrated stories and vignettes which could be used as the basis either for one-to-one or group discussions and reflection. Developing the sociology of the absurd Further exploration of the everyday life experience of people with impairments could be used as the basis for a developed sociology of the absurd. While this sociological sub- category was first proposed by Lyman and Scott in 1970, it is an area of analysis that has received little further attention. Founded upon an assumption of the meaninglessness of life, the sociology of the absurd examines the way in which arbitrary meaning is created and imposed through social interaction. The statement made by Mary‟s partner Donald, that disabled people see the world „at its most stupid‟ (l.3:447ff.) suggests that, as well as being theoretically novel, further research in this area could be socially relevant. Developing affirming language The way we use language is an important part of the way that together we construct shared understandings and expectations about people and the way we relate to people. It became clear at the self-advocacy meeting I attended with Roshni that there is a need for action research into the development of new words and concepts in Asian languages such as Punjabi and Urdu so that impairment can be increasingly spoken about and experienced without oppression. 259
References Access 4 U 2 (2009) Terminology. [Online] http://www.access4u2.com/disabilityawarenesstraining.html. Accessed 18.03.09 Althusser, L. (2008) On Ideology. London: Verso. Archer, M.S. (2003) Structure, Agency and the Internal Conversation. Cambridge: Cambridge University Press. Arditi, B. and Valentine, J. (1999) Polemicization: The contingency of the commonplace. Edinburgh: Edinburgh University Press. Aspis, S. (1999) „What they don‟t tell disabled people with learning difficulties‟ in Corker, M. and French, S. Disability Discourse. Buckingham: Open University Press Atkinson, R. and Flint, J. (2001) „Accessing Hidden and Hard-to-Reach Populations: Snowball Research Strategies‟. Social Research Update Issue 33 Summer 2001. University of Surrey. http://sry.surrey.ac.uk/SRU33.html. Accessed 17.07.09 Avery, D. (1999) „Talking “tragedy”: identity issues in the parental story of disability‟. In Corker, M. and French, S. (eds.) Disability Discourse. Buckingham: Open University Press Ballard, K. and McDonald, T. (1999) Disability, Inclusion and Exclusion: Some Insider Accounts and Interpretations. In Ballard, K. (Ed.) Inclusive Education: International Voices on Disability and Justice. London: Falmer Press Barking and Dagenham.gov.uk (2010) Positive About Disability: The Two Ticks Symbol. [Online] http://www.barking-dagenham.gov.uk/7-hr/two-ticks/two-ticks-menu.html. Accessed 26.02.10 Barnes, C. (1994) Disabled People in Britain and Discrimination: A Case for Anti- Discrimination Legislation. London: Hurst and Co. in association with BCODP Barnes, C. (1994) „Images of disability‟. In French, S. (Ed.) On Equal Terms. London: Butterworth-Heinemann. Barnes, C. (1996) „Visual impairment and disability‟. In Hales, G. (Ed.) Beyond Disability: Towards an Enabling Society. London: Sage Barnes, C. (1997) „A Legacy of Oppression: A history of disability in western culture‟ in Barton, L. and Oliver, M. (Eds.) Disability Studies: Past, Present and Future. The Disability Press: Leeds Barnes, C. and Mercer, G. (Eds.) (1997) Doing Disability Research. Leeds: The Disability Press Barnes, C. Mercer, G. and Shakespeare, T. (1998) Exploring Disability: A Sociological Introduction. Polity: Cambridge 260
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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
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ut is experienced in the terms of s
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Chapter 3: Methodology Why am I res
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52 developing a theory, usually bas
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Hamer expresses a view here that
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nor is it satisfied with the interp
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Why not grounded theory? 58 The int
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60 We set aside our prejudgements,
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events for disabled peoples‟ orga
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populations (Atkinson and Flint, 20
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terms of other groups of individual
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Jennie, a woman in her mid-thirties
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(Kusenbach, 2003) in which I accomp
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to me. I had expected interviewing
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74 that we go about the daily neces
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Participants returned the scripts r
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l = line 1: = interview number 24ff
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80 I‟m being pushed into a subjec
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The emergence of a sense of differe
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84 I saw the other disabled kids an
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work and independent living, the ch
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88 all the time we were extolled to
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The theme is repeated that being in
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Hazel struggled to recall any other
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94 to one of my aunties‟ for a pa
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The sense of standing in isolation,
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Rose‟s husband suggests the possi
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100 they feel nervous to ask “Wel
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102 extent, you know, I spent… un
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104 pain…” (laughs)… “Do yo
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ound the hat rack‟. Her relief at
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108 definite contexts of meanings c
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What I find compelling in Thomas‟
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within different discourses. While
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My revised definition of disability
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Chapter 5: Disability as Role Intro
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Person-first thinking is supported
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120 minicom… but these are just
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A different reason A related, thoug
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124 never mind…” does not impro
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126 abnormal, if you like, and more
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less powerful social group. Indeed,
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130 was a case of I just cut off al
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132 I can remember having an argume
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134 there‟s never any representat
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people regard other disabled people
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138 earth haven‟t you had a shag
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140 Sadie used to do amazing things
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Lola recalls that she was regarded
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144 weekly… I get on really fine
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146 situations together… erm… c
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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
Page 213 and 214: “At the moment you‟re looking a
Page 215 and 216: The camera has already focussed upo
Page 217 and 218: Given that Cumberbatch and Negrine
Page 219 and 220: What‟s going on? Emma Bowler rece
Page 221 and 222: 216 characters in that that were re
Page 223 and 224: While he described himself as takin
Page 225 and 226: experienced by Donald as he waited
Page 227 and 228: 222 get back to Dundee... will Angu
Page 229 and 230: my feet were broken I spent three m
Page 231 and 232: are looking maybe they‟re not but
Page 233 and 234: Bus from Brunswick Square to North
Page 235 and 236: Toby Miller and Alec McHoul discuss
Page 237 and 238: Erin was waiting in the chairs insi
Page 239 and 240: Or if I do I want to be employed do
Page 241 and 242: crammed bookcases and decorated wit
Page 243 and 244: 238 society, er … like, life... I
Page 245 and 246: 240 (l.3:503ff.) While the transcri
Page 247 and 248: sense of solidarity and purpose tha
Page 249 and 250: 244 sharing it you gain so much str
Page 251 and 252: space (l.3:140ff.) It was only duri
Page 253 and 254: 248 Well... the point is the way I
Page 255 and 256: 250 Sartre describes how the act of
Page 257 and 258: ought their children along. Neither
Page 259 and 260: Conclusion I conclude by re-visitin
Page 261 and 262: 256 dealings with the world is when
Page 263: of the affirmative model will hold
Page 267 and 268: Burchardt, T. (2005) The education
Page 269 and 270: Elias, N. (2000) The Civilising Pro
Page 271 and 272: Klages, M. (1999) Woeful Affliction
Page 273 and 274: Paralympics.com (2004) Paralympian
Page 275 and 276: Stevens, S. (2008) „Movement Does
Page 277 and 278: Wilson, T. (1995) Watching Televisi
Page 279 and 280: 274 Appendix B: Email Extracts I ha
Page 281 and 282: I first of all must say that I thin
Page 283 and 284: The discussion, comments and observ
Page 285 and 286: 280 Appendix D: Themes arising from
Page 287 and 288: 10. Political identity as disabled
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