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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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- Page 37 and 38: 32 the vast and deep injustices tha
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- 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
- 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
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- Page 71 and 72: terms of other groups of individual
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- 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: l = line 1: = interview number 24ff
- Page 87 and 88: The emergence of a sense of differe
- Page 89 and 90: 84 I saw the other disabled kids an
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- 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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- Page 101 and 102: The sense of standing in isolation,
- Page 103 and 104: Rose‟s husband suggests the possi
- Page 105 and 106: 100 they feel nervous to ask “Wel
- Page 107 and 108: 102 extent, you know, I spent… un
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- 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
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- Page 127 and 128: A different reason A related, thoug
- Page 129 and 130: 124 never mind…” does not impro
- Page 131 and 132: 126 abnormal, if you like, and more
- Page 133 and 134: 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
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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
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Elias, N. (2000) The Civilising Pro
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Klages, M. (1999) Woeful Affliction
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Paralympics.com (2004) Paralympian
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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
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The discussion, comments and observ
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280 Appendix D: Themes arising from
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10. Political identity as disabled