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

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Miller, T. and McHoul, A. (1998) Popular Culture and Everyday Life. London: Sage Mitchell, D.T. and Snyder, S.L. (2000) Narrative Prosthesis: Disability and the Dependencies of Difference. Ann Arbor: The University of Michigan Press Montgomery, C. (2006) „Little Acts of Degradation: Regged Edge Online launches Project Cleigh‟. Ragged Edge Online. [Online] http://www.raggededgemagazine.com/departments/closerlook/00713.html. Accessed 21.07.2009 Moore, M. Beazley, S. & Maelzer, J. (1998) Researching Disability Issues. Buckingham: Open University Press. Moran, J. (2005) Reading The Everyday. London: Routledge Morris, J. (1993) Pride Against Prejudice. London: The Women‟s Press Moustakas, C. (1994) Phenomenological Research Methods. London: Sage. Murphy, J.W. (2005:161) „Social Norms and their implications for disability‟ in Murphy, J.W. and Pardeck, J.T. (Eds.) Disability Issues for Social Workers and Human Service Professionals in the 21 st Century. New York, NY: Haworth Nettleton, S. (1998) The Sociology of Health and Illness. Cambridge: Polity Press Noble, G. (2003) „Everyday Work‟. In Martin, F. (Ed.) Interpreting Everyday Culture. London. Arnold Oliver, M. (1990) The Politics of Disablement. London: Macmillan. Oliver, M. (1996) Understanding Disability: From Theory to Practice. London: Macmillan Oliver, M. and Barnes, C. (1998) Disabled People and Social Policy London: Longman. Oliver, M. (2004) „The social model in action: if I had a hammer‟. In Barnes, C. and Mercer, G. (Eds.) Implementing the Social Model of Disability: Theory and Research. Leeds: The Disability Press Oliver, M. and Barnes, C. (2006) „Disability Politics and the Disability Movement in Britain.‟ [Online] http://www.leeds.ac.uk/disability.../Coalition%disability%20politics%20paper.pdf. Accessed 26.10.09 Ouellette, L. and Hay, J. (2008) Better Living Through Reality TV. Oxford: Blackwell. Outsiders (2009) Outsiders Club [Online] http:www.outsiders.org.uk/club. Accessed 05.10.2009 Palmer, G. (2003) Discipline and Liberty: Television and governance Manchester: Manchester University Press. Manchester 267
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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
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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
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 and 264: of the affirmative model will hold
Page 265 and 266: References Access 4 U 2 (2009) Term
Page 267 and 268: Burchardt, T. (2005) The education
Page 269 and 270: Elias, N. (2000) The Civilising Pro
Page 271: Klages, M. (1999) Woeful Affliction
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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