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

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37 I‟m glad you‟ve told us about the affirmative model. We‟ve been using the affirmative model for years. We think all our users are lovely people (Cameron, 2008:24). In a discussion I had last year with Nick Watson of Glasgow University, he dismissed the affirmative model as „the Pollyanna model of disability‟, as if it provides some sort of structure within which disabled people are encouraged to play „the glad game‟ (Porter, 2003). To this purpose, I tentatively proposed the following as affirmative model definitions: Impairment: physical, sensory and intellectual difference to be expected and respected on its own terms in a diverse society. Disability: the loss or limitation of opportunities to take part in community life on an equal level with others due to physical and social barriers (Cameron, 2008:24). My primary concern was to ensure that the experience of impairment within an affirmative model remained identified as linked to the experience of disability as social oppression. The definition of disability I proposed was a variation of the Disabled People‟s International‟s social model definition adopted in 1981 (Barnes, 1994:2). Whereas the DPI definition identified disability as „the loss or limitation of opportunities to take part in the normal life of the community on an equal level with others due to physical and social barriers‟ I removed the term „normal‟ from the affirmative model definition. As numerous disabled writers have observed, normality is a problematic concept. What remained, though, was the identification of disability as an unequal social relationship. Where the proposed affirmative model significantly diverged from the social model was in its definition of impairment. It included no mention of „functional loss‟, „individual limitation‟, „lack‟ or „defect‟, all heavily loaded terms used in the definitions of UPIAS (1976) and DPI (1981). Rather, impairment was simply represented as a characteristic of human difference. There is room within this definition both for feminists‟ recognition of the sometimes painful realities of embodied experience and for disability arts‟ claim to self-respect and validation of identity (Cameron, 2008:25). While I recognise that some of my concerns expressed in Further Towards An Affirmation Model were answered in Swain and French‟s Disability On Equal Terms, I would still argue there is a need for definitions. Definitions enable us to succinctly express what is being
described rather than having to revisit starting points every time we attempt to explain meanings. As Mike Oliver observes, „models are ways of translating ideas into practice‟ (Oliver, 2004:19) and I believe there is a need for the affirmative model to be forged as a practical tool. Whereas my 2008 definitions were tentatively suggested before I carried out my PhD research, the definitions I propose in this dissertation are grounded in the accounts of the sixteen disabled people I interviewed. 38
Page 1 and 2: A thesis submitted in partial fulfi
Page 3 and 4: Abstract I offer a critical explora
Page 5 and 6: Contents Introduction p.1 Chapter 1
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: 36 the affirmation of unique ways o
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
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
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94 to one of my aunties‟ for a pa
Page 101 and 102:
The sense of standing in isolation,
Page 103 and 104:
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
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
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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
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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
Page 155 and 156:
however, their descriptions of havi
Page 157 and 158:
152 more often than not they are me
Page 159 and 160:
to negative subject positioning, wi
Page 161 and 162:
significance of impairment, this ha
Page 163 and 164:
As someone with adult experience of
Page 165 and 166:
argues, by the repetitive, structur
Page 167 and 168:
162 psychologically speaking, this
Page 169 and 170:
usually involve blind characters be
Page 171 and 172:
166 other indecent part of it … a
Page 173 and 174:
It begins to appear that the proble
Page 175 and 176:
170 on Direct Payments or Individua
Page 177 and 178:
172 increasingly becomes more impor
Page 179 and 180:
Anne‟s statement here reflects th
Page 181 and 182:
176 Society really does view all di
Page 183 and 184:
Unsurprisingly, I reject Ouellette
Page 185 and 186:
Initially Ali confesses to watching
Page 187 and 188:
as „awful‟ - we can see again t
Page 189 and 190:
184 you‟ve been brought up and ho
Page 191 and 192:
debate the choices that are display
Page 193 and 194:
188 media stereotypes - of race, ag
Page 195 and 196:
190 I didn‟t start noticing them
Page 197 and 198:
192 think about it… if it was…
Page 199 and 200:
William Stothers, who describes him
Page 201 and 202:
Opportunities for disabled people t
Page 203 and 204:
198 part of society watching the te
Page 205 and 206:
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
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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
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
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Conclusion I conclude by re-visitin
Page 261 and 262:
256 dealings with the world is when
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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 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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