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

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Participant Name: Interview Date: Location: Colin Cameron PhD Student 277 Appendix C: Interview Guide Does Anybody Like Being Disabled? Interview Guide School of Media, Communication and Sociology Queen Margaret University Edinburgh August 2007 My signature below is confirmation that I have agreed to take part in a series of interviews with Colin Cameron (School of Media, Communication and Sociology, Queen Margaret University, Edinburgh) as part of his research for his PhD thesis „Does anybody like being disabled? An exploration of impairment, self and identity in a disabling society‟. The series of interviews will be organised as follows: Interview 1 This interview will be about establishing my own relationship with disability as an idea or as an identity. Within this interview I will be asked to talk about my own experiences and thoughts on the subject of disability. Interview 2 This interview will be about my perceptions of media representations of disability and disabled people and about how I view these as resources for disabled people to draw on in addressing questions of identity Interview 3: This will take place as I carry out an everyday activity identified and agreed between Colin Cameron and myself. In addition to short interviews before and after this activity, I give consent to Colin Cameron‟s making notes and observations as I carry out this activity in order to develop these into a qualitative description.
The discussion, comments and observations generated through these interviews will be used by Colin Cameron as data in order to build a thesis exploring tensions for disabled people in the construction of positive personal and social identities within contexts in which selfunderstanding is shaped both by social structural relations of inequality and unique individual experience. I agree to be available to take part in these interviews across a period beginning at earliest from summer 2007 and lasting not beyond 2008/2009. I understand that interviews 1 and 2 are anticipated to take between one and two hours to complete. Interview 3 may take longer depending on the everyday activity identified (although it may also take considerably less time). I am happy about the reasons why I have been selected as a participant in this research process. Colin Cameron has outlined to me why he has selected me as somebody who can make what he regards as an important and distinctive contribution to his discussion. I am assured that Colin Cameron‟s interest here relates only to my opinions and personal experiences. I understand that I do not have to worry about whether what I have to say fits in with what other people think or do. Colin Cameron has indicated that he will give me the opportunity to confirm or disagree with transcriptions of my interviews/descriptions of my everyday activity and that it is my right, if I wish, to amend or remove any statements or remarks from either transcript or description, or to ask for changes to be made. I agree that I will acknowledge and reply, either confirming or suggesting any changes, when transcripts have been sent. Assurance has been given me that, unless I have specified otherwise, my personal identity shall not be disclosed within any part of Colin Cameron‟s written dissertation or in conversation between Colin Cameron and other parties. It has been made clear to me that I am free, if I wish, at any time during interviews or observation, to interrupt, to ask for clarification, to object to a line of questioning, or finish the interview. Also it is my right if I choose at any time during the interview period to withdraw from the process. If I choose to withdraw it is understood that Colin Cameron will no longer be able to use any data produced through my involvement as part of his research findings. Colin Cameron has explained that, as an activist and researcher in the disabled people‟s movement, he is committed to producing this research as emancipatory research, and that this process should be identified as part of the struggle of disabled people for social justice and recognition. I have given Colin Cameron permission to record the interviews he carries out with me. 278
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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
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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
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 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: I first of all must say that I thin
Page 285 and 286: 280 Appendix D: Themes arising from
Page 287 and 288: 10. Political identity as disabled
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