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

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Acknowledgements I want to take this opportunity to thank the sixteen disabled people who gave up their time and let me into their confidence in order to carry out my PhD research. Unless people asked me to use their real names, names in this list are disguised. Each person knows who they are: Ali, Anne, Ash, Ben, Brian, Charles, Hazel, Helen, Jennie, Kevin, Lola, Mary, Rose, Roshni, Sarah, and Surinder. I would also like to thank my PhD supervisors in the School of Arts and Social Sciences at Queen Margaret University for their advice and supportive criticism: Dr Mark Gillham, Dr Richard Butt and John Hughes. Special thanks must be given to Eleanor Coner who gave me invaluable help in transcribing interviews. Finally I want to thank my wife Maggie, for her indefatigable patience and constant support. iii
Contents Introduction p.1 Chapter 1: Disability, Self and Identity p.6 Chapter 2: What‟s the Use of Disability Identity? p.39 Chapter 3: Methodology p.50 Chapter 4: Subject Positioning p.79 Chapter 5: Disability as Role p. 116 Chapter 6: Media Representations p.159 Chapter 7: Disability in Everyday Life p.200 Conclusion p.254 References p.260 Appendix A: Introductory Letter Appendix B: Email Extracts Appendix C: Interview Guide Appendix D: Themes arising from the first series of interviews Published Material Cameron, C. (2007) „Breve storia del movimento delle persone disibili nel Regno Unito‟. Rivista Sperimentale di Freniatria. Vol. CXXXI N.2/2007 pp.83-99 Cameron, C. (2007) „Whose Problem? Disability narratives and available identities‟. Community Development Journal. Vol 42 No 4 October 2007 pp.501-511. Cameron, C. (2008) „Further towards an affirmation model‟. In Campbell, T. Fontes, F. Hemingway, L. Soorenian, A. and Till, C. (Eds.) Disability Studies: Emerging Insights and Perspectives. Leeds: The Disability Press Cameron, C. (2009) „Tragic but brave or just crips with chips? Songs and their lyrics in the Disability Arts Movement in Britain‟. Popular Music. Vol. 28/3. Pp. 381-396 iv
Page 1 and 2: A thesis submitted in partial fulfi
Page 3: Abstract I offer a critical explora
Page 7 and 8: When I speak of tensions I mean som
Page 9 and 10: Sutherland, Richard Rieser and Mich
Page 11 and 12: Chapter 1: Disability, Self and Ide
Page 13 and 14: 8 Impairment: any loss or abnormali
Page 15 and 16: unceasing flow of representations,
Page 17 and 18: a daughter, a Scot, a West Coaster,
Page 19 and 20: matters of social significance beco
Page 21 and 22: 16 Which individuality a human bein
Page 23 and 24: In Elias‟ view it is only when th
Page 25 and 26: 20 [I‟m] a normal person. The onl
Page 27 and 28: acknowledgement of the processes by
Page 29 and 30: This involves a demand for recognit
Page 31 and 32: Habitus A useful insight can be dra
Page 33 and 34: as to have no impact on the rest of
Page 35 and 36: general public acceptance of the po
Page 37 and 38: 32 the vast and deep injustices tha
Page 39 and 40: modernity has involved many attempt
Page 41 and 42: 36 the affirmation of unique ways o
Page 43 and 44: described rather than having to rev
Page 45 and 46: Personal Experience On April 6, 197
Page 47 and 48: 1100 boys from all over South Bucki
Page 49 and 50: mother did her best to discourage t
Page 51 and 52: 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
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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
Page 113 and 114:
108 definite contexts of meanings c
Page 115 and 116:
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
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
Page 183 and 184:
Unsurprisingly, I reject Ouellette
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Initially Ali confesses to watching
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as „awful‟ - we can see again t
Page 189 and 190:
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
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
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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
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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