Journal articles: 'Ableism (disability)'

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Christian, Stephen Michael. "Autism in International Relations: A critical assessment of International Relations’ autism metaphors." European Journal of International Relations 24, no. 2 (March 17, 2017): 464–88. http://dx.doi.org/10.1177/1354066117698030.

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In this article, I explain how International Relations scholarship relates to ableism. Ableism is a sociopolitical system of narratives, institutions, and actions collectively reinforcing an ideology that benefits persons deemed able-bodied, able-minded, and normal by others, and devalues, limits, and discriminates against those deemed physically and/or mentally disabled and abnormal. International Relations scholars have been quick to utilize disability metaphors as rhetorical support for their arguments and analyses. This article discusses how metaphors in general — and disability metaphors in particular — get their meaning from various other discourses and narratives. International Relations scholars, in the case of disability metaphors, often draw from discourses and narratives that perpetuate ableism. I demonstrate how disability metaphors can be ableist by researching how several International Relations foreign policy analysts and theorists have applied autism metaphors. I argue that International Relations’ uses of autism metaphors are ableist insomuch as they shape or reinforce understandings of autism that often oversimplify, overgeneralize, or otherwise misrepresent autism and Autistic people in ways that portray autism negatively. In the conclusion, I reflect on the importance of a disability studies program in International Relations and the broad set of topics that such a program should pursue.

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Hehir, Thomas. "Eliminating Ableism in Education." Harvard Educational Review 72, no. 1 (April 1, 2002): 1–33. http://dx.doi.org/10.17763/haer.72.1.03866528702g2105.

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In this article, Thomas Hehir defines ableism as "the devaluation of disability" that"results in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with nondisabled kids as opposed to other disabled kids." Hehir highlights ableist practices through a discussion of the history of and research pertaining to the education of deaf students, students who are blind or visually impaired, and students with learning disabilities, particularly dyslexia. He asserts that "the pervasiveness of . . . ableist assumptions in the education of children with disabilities not only reinforces prevailing prejudices against disability but may very well contribute to low levels of educational attainment and employment."In conclusion, Hehir offers six detailed proposals for beginning to address and overturn ableist practices. Throughout this article, Hehir draws on his personal experiences as former director of the U.S. Department of Education's Office of Special Education Programs, Associate Superintendent for the Chicago Public Schools, and Director of Special Education in the Boston Public Schools.

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Jenkins, Stephanie. "Constructing Ableism." Genealogy 5, no. 3 (July 16, 2021): 66. http://dx.doi.org/10.3390/genealogy5030066.

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This essay builds upon research in disability studies through the extension of Garland-Thomson’s figure of the normate. I argue that biopower, through the disciplinary normalization of individual bodies and the biopolitics of populations, in the nineteenth-century United States produced the normate citizen as a white, able-bodied man. The normate citizen developed with the new political technology of power that emerged with the transition from sovereign power to biopower. I focus on the disciplinary normalization of bodies and the role of industrial capitalism in the construction of able-bodied norms. I argue that the medical model of disability is produced through a dual process of incorporation: the production of corporeal individuals and the localization of illness in the body.

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Silverblank, Hannah, and Marchella Ward. "Why does classical reception need disability studies?" Classical Receptions Journal 12, no. 4 (September 23, 2020): 502–30. http://dx.doi.org/10.1093/crj/claa009.

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Abstract Many of the ableist tropes around disability and disabled people in the modern world find their antecedents in ancient mythology and its reception, but the seemingly ‘traditional’ nature of these harmful tropes and reflexes of storytelling is not established by accident or in the absence of readers. We argue here that classical reception needs to look to disability studies for a methodology that will allow the field to begin to theorize the role of the reader in the perpetuation of the ideology of ableism and ideas of bodily normativity. The field of classical reception studies engages in the process of investigating how the ‘traditional’ comes to be accepted as pre-existing; as such, it is vital that classical reception look to disability studies for the tools with which to lay bare the ways in which the apparatus of ableism comes to seem traditional. This article sets out some strategies for bringing classical reception and disability studies together with the aim of developing a more critical philology, an ethically-invested method for doing classical reception, and the theoretical and practical tools to create a more inclusive field. In short, this article makes the case for ‘cripping’ classical reception studies.

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Hammond, Andrew, Ruth Jeanes, Dawn Penney, and Deana Leahy. "“I Feel We are Inclusive Enough”: Examining Swimming Coaches’ Understandings of Inclusion and Disability." Sociology of Sport Journal 36, no. 4 (December 1, 2019): 311–21. http://dx.doi.org/10.1123/ssj.2018-0164.

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In this study, semi-structured interviews were conducted with eight Victorian swimming coaches to examine the discourses of disability1 and inclusion that they expressed in relation to their current coaching practices. Analysis specifically pursued links between neoliberalism, ableism, elitism, classification and inclusion in coaching, with the intention of exploring what discourse relations are possible, imaginable and practical within what have been referred to as neoliberal-ableist times. Findings reveal that coaches replicate and reproduce elitist, ableist assumptions about the body and sport. The discussion prompts a consideration of how rationalities and techniques of inclusion are limited under the prevailing political context.

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Love, Hailey R., and Margaret R. Beneke. "Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood." Topics in Early Childhood Special Education 41, no. 1 (February 18, 2021): 31–44. http://dx.doi.org/10.1177/0271121421990833.

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Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

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Compes, Natascha. "Ableism in academic knowledge production." GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft 13, no. 2-2021 (July 21, 2021): 126–41. http://dx.doi.org/10.3224/gender.v13i2.09.

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The article takes up feminist disability scholars’ request for an integration of disability (theory) into women’s and gender studies and intends to take stock of the status and development of this integration. By means of qualitative content analysis, excerpts of German and US handbooks of gender research are examined for their degree of integrating disability (theory) and for inherent ableism. Considering the scholars’ requests of full integration and a subsequent transformation of gender research the sample shows only minor signs of change and the request must be upheld.

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Williams, Anna. "Academic ableism: disability and higher education." Disability & Society 33, no. 4 (February 15, 2018): 651–53. http://dx.doi.org/10.1080/09687599.2018.1438052.

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Fristrup, Tine, and Christopher Karanja Odgaard. "Interrogating disability and prosthesis through the conceptual framework of NEODISABILITY." Kvinder, Køn & Forskning, no. 2 (July 1, 2021): 54–65. http://dx.doi.org/10.7146/kkf.v31i2.127879.

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This article investigates the emerging field of critical disability studies in order to explore understandings of disability and prosthesis through the intersection of dis/ability studies, studies in ableism, and philosophical enquiries into the biopolitics of disability and neoliberal psychopolitics. We present the interpretation that contemporary Western ableism is confi gured by neoliberal arrangements operating on the individual in ongoing processes of self-improvement. People who fail in the achievement society see themselves as being responsible for their own situation, blaming themselves as individuals instead of questioning the ableism that organises contemporary societal orderings in the neoliberal production of inferiority. We offer a conceptual framework of neodisability by unfolding internalised disabling processes in which the bifurcation of ‘dis’ and ‘ability’ operates through the forward-slash in dis/ability. The forward-slash captivates the optimistic cruelty in the workings of contemporary ableism in search of excellence through prosthetic confi gurations in an achievement economy: desiring the invisible prosthesis of willpower in the constant pursuit of overcoming the ‘dis/’. Neodisability engenders contemporary psycho-neoliberal-ableism, with people turning their aggressions against themselves in never-ending processes of dis-ing parts of themselves as ‘notfit-enough’, while being in constant need of therapeutic interventions to employ and promote the self-optimising efforts in times of neodisableism.

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Friedman, Sally. "Review. Academic Ableism: Disability and Higher Education." Journal of Political Science Education 16, no. 2 (April 29, 2019): 264–67. http://dx.doi.org/10.1080/15512169.2019.1594849.

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11

Loja, Ema, Maria Emília Costa, Bill Hughes, and Isabel Menezes. "Disability, embodiment and ableism: stories of resistance." Disability & Society 28, no. 2 (August 2012): 190–203. http://dx.doi.org/10.1080/09687599.2012.705057.

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Timberlake, Maria. "Recognizing Ableism in Educational Initiatives: Reading between the Lines." Research in Educational Policy and Management 2, no. 1 (June 2, 2020): 84–100. http://dx.doi.org/10.46303/repam.02.01.5.

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The ubiquity of ableism in education policy requires being increasingly alert to the portrayal of, (including the absence of), disability within educational initiatives. Ableism is a form of oppression, a largely unconscious acceptance of able-bodied norms from the inaccessibility of instructional materials, to assumptions about the body (a healthy body is within one’s control) to the acceptance of segregated settings. In response to the call for this special issue, previous qualitative inquiry into the unintended consequences of three educational reforms were synthesized using critical disability theory. Seemingly disparate at first glance, all three initiatives, while ostensibly increasing equity, also contained ableism that reinforced stereotypes about student variability and served to further isolate disabled students. One federal (Alternate Assessment), one state (CCSS modules), and one local (project-based learning) policy implementation are included in this theoretical analysis. Reading between the lines means being alert to ableism, and is essential to prevent the historical marginalization of students with disabilities from continuing within contemporary “progress”.

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Spassiani, Natasha A., and Carli Friedman. "Stigma: Barriers to Culture and Identity for People With Intellectual Disability." Inclusion 2, no. 4 (December 1, 2014): 329–41. http://dx.doi.org/10.1352/2326-6988-2.4.329.

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Abstract This exploratory article examines disability culture and identity for people with intellectual disability. In doing so, we argue that the stigma around intellectual disability severely affects people with intellectual disability's sense of culture and identity. This stigma causes internalized ableism and leads to people with intellectual disability disassociating from other people with intellectual disability in an attempt to cope with this stigma. True community inclusion for people with intellectual disability can only occur when this stigma is removed. Fortunately, as we argue, the self-advocacy movement is making great strides in doing so. The self-advocacy movement must be supported to achieve true inclusion and a sense of culture and identity for people with intellectual disability.

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Kanyusik, Will. "Eugenic Nostalgia: Self-Narration and Internalized Ableism in Kazuo Ishiguro’s Never Let Me Go." Journal of Literary & Cultural Disability Studies: Volume 14, Issue 4 14, no. 4 (October 1, 2020): 437–52. http://dx.doi.org/10.3828/jlcds.2020.29.

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Rosemarie Garland-Thomson has recently argued that Ishiguro’s novel Never Let Me Go deconstructs ableism’s binary structure by postulating the existence of clone characters who occupy an abject position in a eugenic dystopia precisely because their genetically engineered, idealized able bodies exist to be used to “cure” the disabilities of others. The article builds on Garland-Thomson’s work, discussing the role of science fiction in Ishiguro’s book as a means to explore how ableist narratives contribute to cultural norms that enable an overt disciplining of disabled bodies that still occurs, despite it no longer being socially acceptable, and posits protagonist Kathy H.’s story as a narrative of disability identity that exposes the contradictory nature of a belief in the able body and its opposition to disability. Putatively able-bodied, Kathy narrates her experience of the world from a subject position that undermines a stable construction of the body within an ableist framework, ultimately showing these distinctions to be untenable. By discussing the role of first-person perspective in Ishiguro’s novel as a means to interrogate internalized cultural narratives that perpetuate ableist practices, the article examines how cultural notions of ability and disability function as terms that define through exclusion the citizen-subject in liberal democratic societies.

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Friedman, Carli. "Mapping Ableism: A Two-Dimensional Model of Explicit and Implicit Disability Attitudes." Canadian Journal of Disability Studies 8, no. 3 (May 24, 2019): 95–120. http://dx.doi.org/10.15353/cjds.v8i3.509.

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Nondisabled people often experience a combination of negative and positive feelings towards disabled people. There are often large discrepancies between what nondisabled and disabled people view as positive treatment towards disabled people, with disabled people often viewing nondisabled people’s actions as inappropriate, despite nondisabled people believing they had good intentions. Since disability attitudes are complex, both explicit (conscious) attitudes and implicit (unconscious) attitudes need to be measured. Different combinations of explicit and implicit bias can be organized into four different categories: symbolic prejudice, aversive prejudice, principled conservative, and truly low prejudiced. To explore this phenomenon, we analyzed secondary explicit and implicit disability prejudice data from approximately 350,000 nondisabled people and categorized people’s prejudice styles according to an adapted version of Son Hing et al.’s (2008) two-dimensional model of racial prejudice. Findings revealed most nondisabled people were prejudiced in the aversive ableism fashion, with low explicit prejudice and high implicit prejudice. These findings mirror past research that suggests nondisabled people may believe they feel positively towards disabled people but actually hold negative attitudes which they disassociate or rationalize. Mapping the different ways ableism operates is one of the first of many necessary steps to dismantle ableism.

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Derby, John. "Confronting Ableism: Disability Studies Pedagogy in Preservice Art Education." Studies in Art Education 57, no. 2 (March 10, 2016): 102–19. http://dx.doi.org/10.1080/00393541.2016.1133191.

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17

Gray, Caroline. "Contours of Ableism: The Production of Disability and Ableness." Contemporary Sociology: A Journal of Reviews 40, no. 6 (November 2011): 694–95. http://dx.doi.org/10.1177/0094306111425016h.

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18

Ellis, Katie. "Contours of ableism: The production of disability and abledness." Continuum 24, no. 4 (August 2010): 638–40. http://dx.doi.org/10.1080/10304311003797498.

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19

Trybus, Matthew J., Daisy L. Breneman, and Emily O. Gravett. "Ableism, Accessibility, and Educational Development: A Disability Studies Perspective." New Directions for Teaching and Learning 2019, no. 158 (June 2019): 59–68. http://dx.doi.org/10.1002/tl.20339.

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20

Frederick, Angela, and Dara Shifrer. "Race and Disability: From Analogy to Intersectionality." Sociology of Race and Ethnicity 5, no. 2 (July 11, 2018): 200–214. http://dx.doi.org/10.1177/2332649218783480.

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Sociologists are using intersectional lenses to examine an increasingly wider range of processes and identities, yet the intersection of race and disability remains a particularly neglected area in sociology. Marking an important step toward filling this gap, the authors interrogate how race and disability have been deployed as analogy in both disability rights activism and in critical race discourse. The authors argue that the “minority model” framework of disability rights has been racialized in ways that center the experiences of white, middle-class disabled Americans, even as this framework leans heavily upon analogic work likening ableism to racial oppression. Conversely, the authors examine the use of disability as metaphor in racial justice discourse, interrogating the historic linking of race and disability that gave rise to these language patterns. The authors argue that this analogic work has marginalized the experiences of disabled people of color and has masked the processes by which whiteness and able-bodiedness have been privileged in these respective movements. Finally, the authors argue that centering the positionality of disabled people of color demands not analogy but intersectional analyses that illuminate how racism and ableism intertwine and interact to generate unique forms of inequality and resistance.

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Slater, Jen, Embla Ágústsdóttir, and Freyja Haraldsdóttir. "Becoming intelligible woman: Gender, disability and resistance at the border zone of youth." Feminism & Psychology 28, no. 3 (August 2018): 409–26. http://dx.doi.org/10.1177/0959353518769947.

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This paper considers young disabled women navigating ableist and heteronormative constructs of adult womanhood. We consider adult womanhood at the embodied intersection of gender, sexuality and dis/ability (categories themselves mediated by race, class, coloniality, etc.). For young disabled women, questions of gender and sexuality were more often than not denied. Gendered and sexual identities were therefore politically and strategically used to claim “adult” and “woman.” Yet, such identities often felt restricted to binary gendered frameworks. Already positioned through ableism as non-normative, to exist outside of heteronormativity felt dangerous, risking paternalism and non-consensual bodily intervention. Drawing on the cases of Ashley X and Marie Adams, we argue that these dangers are often more severe for those with labels of intellectual impairment and/or considered to have the most “severe” impairments. Adulthood needs to be understood, not as a natural state of development (the endpoint of youth), but as a heteronormative and ableist socio-cultural-political construct, as well as a complex site of negotiation, conflict and resistance, which (differently) restricts how young people are able to become in the world. We fill a gap in scholarship by exploring the intersection of critical disability studies, crip theory and youth studies from a feminist perspective.

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Parent, Laurence. "Ableism/disablism, on dit ça comment en français?" Canadian Journal of Disability Studies 6, no. 2 (June 28, 2017): 183. http://dx.doi.org/10.15353/cjds.v6i2.355.

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Les concepts « ableism » et « disablism » sont bien connus dans les disability studies et sont de plus en plus utilisés par activistes et artistes. Pourtant, ils commencent à peine à émerger dans la littérature francophone. Ces concepts importants ont jusqu’à présent été traduits de diverses façons (capacitisme, handicapisme, incapacitisme et validisme) sans qu’aucune traduction ne parvienne à s’imposer. Cet article fait état du retard des études francophones québécoise et canadienne sur le handicap et présente les récents développements relatifs à l’utilisation des concepts de capacitisime et de handicapisme. En tant qu’activiste, chercheure et femme handicapée francophone québécoise, je soutiens qu’il est nécessaire de développer un « isme » en français pour mieux comprendre l’oppression vécue par les personnes handicapées. The concepts, “ableism” and “disablism” are well known within the field of disability studies, and are being used more often by both activists and artists. However, they are only just starting to emerge in Francophone academic literature with terms such as capactitisme, handicapisme, incapacitisme and valisme. Although beginning to make waves, these terms have yet to be embraced. This article explores the major gap that exists in Francophone disability studies between Québec and Anglophone Canada, and presents recent developments of the usage of the concepts capacitisme and handicapisme. I will argue, from the stance as an activist, academic, Francophone from Quebec, disabled woman, the need to develop an “ism” in the French language to highlight and give a deeper understanding to the lived oppression of disabled people.

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Wälivaara, Josefine. "Marginalized Bodies of Imagined Futurescapes: Ableism and Heteronormativity in Science Fiction." Culture Unbound 10, no. 2 (October 30, 2018): 226–45. http://dx.doi.org/10.3384/cu.2000.1525.2018102226.

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This article aims to contribute to an understanding of marginalized bodies in science fiction narratives by analyzing how physical disability and homosexuality/bisexuality have been depicted in popular science fiction film and television. Specifically, it analyzes what types of futures are evoked through the exclusion or inclusion of disability and homo/bisexuality. To investigate these futurescapes, in for example Star Trek and The Handmaid’s Tale, the paper uses film analysis guided by the theoretical approach of crip/queer temporality mainly in dialogue with disability/crip scholar Alison Kafer. Although narratives about the future in popular fiction occasionally imagines futures in which disability and homo/bisexuality exist the vast majority do not. This article argues that exclusion of characters with disabilities and homo/bisexual characters in imagined futures of science fiction perpetuate heteronormative and ableist normativity. It is important that fictional narratives of imagined futures do not limit portrayals to heterosexual and able-bodied people but, instead, take into account the ableist and heteronormative imaginaries that these narratives, and in extension contemporary society, are embedded in. Moreover, it is argued that in relation to notions of progression and social inclusion in imagined futurescapes portrayals of homo/bisexuality and disability has been used as narrative devices to emphasis “good” or “bad” futures. Furthermore, homo/bisexuality has increasingly been incorporated as a sign of social inclusion and progression while disability, partly due to the perseverance of a medical understanding of disability, instead is used as a sign of a failed future. However, the symbolic value ascribed to these bodies in stories are based on contemporary views and can thus change accordingly. To change the way the future is envisioned requires challenging how different types of bodies, desires, and notions of normativity are thought about. Sometimes imaginary futures can aid in rethinking and revaluating these taken-for-granted notions of normativity.

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Hall, Kim Q. "Queerness, Disability, and The Vagina Monologues." Hypatia 20, no. 1 (2005): 99–119. http://dx.doi.org/10.1111/j.1527-2001.2005.tb00375.x.

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This paper questions the connection between vaginas and feminist embodiment in The Vagina Monologues and considers how the text both challenges and reinscribes (albeit unintentionally) systems of patriarchy, compulsory heterosexuality, and ableism. I use the Intersex Society of North America's critique as a point of departure and argue that the text offers theorists and activists in feminist, queer, and disability communities an opportunity to understand how power operates in both dominant discourses that degrade vaginas and strategies of feminist resistance that seek to reclaim and celebrate them.

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Howe, P. David, and Carla Filomena Silva. "Cripping the Dis§abled Body: Doing the Posthuman Tango in, through and around Sport." Somatechnics 11, no. 2 (August 2021): 139–56. http://dx.doi.org/10.3366/soma.2021.0348.

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In this article we elucidate our understanding of the utility of a particular posthumanist lens to expose the fragility of compulsory ablebodiedness. Compulsory ablebodiedness is a central tool of crip theory that shows us how society reproduces disability as an expression of an ableist ideology. This positions those perceived as having ‘less-than-able’ bodies and minds as subaltern. Adopting our methodological position from crip theory, we explore how dis§abled bodies are co-produced along with the environments in which they pursue sport. Interpreting ethnographic data with, in, and around dis§abled bodies, we examine their lived realities and performed identities as biopolitical assemblages that are, at one and the same time, both subject and object in a state of what we term complex dis§able embodiment. The article begins by acknowledging the existence of disablism while also exploring the ideology of ableism, which leads to the social marginalisation of nonnormative bodies. We then articulate dis§ability as a choregraphed tango in which bodies and their environments are co-constituted, before cripping ableism in and through three manifestations of dis§abled sporting bodies. The end goal is to facilitate the celebration of nonnormativity as a positive expression of the plurality of human existence.

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Beard, Lauren. "Archival Artistry: Exploring Disability Aesthetics in Late Twentieth Century Higher Education." Canadian Journal of Disability Studies 9, no. 5 (December 18, 2020): 75–95. http://dx.doi.org/10.15353/cjds.v9i5.691.

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Jay Dolmage’s (2014) Disability Rhetoric encourages scholars to search beyond normative Aristolean bounds of rhetoric and embrace a critical lens of rhetorical activity as embodied, and disability as an inalienable aspect of said embodiment (p. 289). To that end, this project posits an innovative structure for rhetorically (re)analyzing disability history in higher education through a framework of disability aesthetics. In Academic Ableism, Jay Dolmage (2017) argues that an institution’s aesthetic ideologies and architecture denote a rhetorical agenda of ableism. In Disability Aesthetics, Tobin Siebers (2010) asserts disability is a vital aspect of aesthetic interpretation. Both works determine that disability has always held a crucial, critical role in the production and consumption of aestheticism, as it invites able-bodied individuals to consider the dynamic, nonnormative instantiations of the human body as a social, civic issue (p. 2). Disability, therefore, has the power to reinvigorate the sociorhetorical impact of both aesthetic representation and the human experience writ large. With this framework in mind, this project arranges an archival historiography of disability history in higher education in the late twentieth century at a mid-sized U.S. state institution. During this time, Section 504 of the Rehabilitation Act was finally signed into law, and universities confronted a legal demand to allow all students access. Ultimately, this project seeks to demonstrate how disability scholars and historiographers can widen the view of both disability history and disability rhetoric in higher education through a focus on student aesthetic performance and intervention.

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Kimball, Ezekiel, and Amari Boyd. "Academic Ableism: Disability and Higher Education by Jay Timothy Dolmage." Journal of College Student Development 59, no. 4 (2018): 507–9. http://dx.doi.org/10.1353/csd.2018.0049.

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BROWN, L. "The Crisis of Disability Is Violence: Ableism, Torture, and Murder." Tikkun 29, no. 4 (October 1, 2014): 31–32. http://dx.doi.org/10.1215/08879982-2810074.

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Borowsky, Hannah, Leora Morinis, and Megha Garg. "Disability and Ableism in Medicine: A Curriculum for Medical Students." MedEdPORTAL 17, no. 1 (January 2021): 11073. http://dx.doi.org/10.15766/mep_2374-8265.11073.

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Ordway, Anne. "Transforming Cultural Ideas of Aging and Disability to Improve Policy and Practice." Innovation in Aging 4, Supplement_1 (December 1, 2020): 645. http://dx.doi.org/10.1093/geroni/igaa057.2217.

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Abstract Aging and disability are normative processes that extend across the lifespan. However, ageism and ableism are incorporated into many of our practices, programs, and policies—devaluing the lives of older adults and people aging with disabilities and ultimately preventing their full participation in society. Ageism and ableism are closely connected. For example, both systems identify impairment as an individual and social liability. As recent studies have demonstrated, this has real world implications for the quantity and quality of health care requested, delivered, and received by both older adults and people with disabilities. In this session, we discuss the connections between these two forms of oppression and present recent work by researchers in both fields and the FrameWorks Institute that shows how to transform our cultural ideas of aging and disability and development more inclusive policies and services. Part of a symposium sponsored by the Lifelong Disabilities Interest Group.

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Neely-Barnes, Susan L., J. Carolyn Graff, Ruth J. Roberts, Heather R. Hall, and Jane S. Hankins. "“It's Our Job”: Qualitative Study of Family Responses to Ableism." Intellectual and Developmental Disabilities 48, no. 4 (August 1, 2010): 245–58. http://dx.doi.org/10.1352/1934-9556-48.4.245.

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Abstract Forty-five parents of children with autism, cerebral palsy, Down syndrome, and sickle cell disease participated in 8 focus groups. Parents discussed how they, the child with the disability, and the siblings addressed community perceptions about the child's disability. Themes evolving from the interviews included (a) support and lack of support, (b) inclusion and exclusion, and (c) the family members' roles during their interactions with the community. Parents viewed their roles in the community as (a) advocating, (b) educating, (c) informing, (d) ignoring, and (e) hiding. The relationship between themes is presented, and the relationship between themes and parent empowerment is discussed as well as the ways in which the themes reflect underlying ableism.

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Wieseler, Christine. "Epistemic Oppression and Ableism in Bioethics." Hypatia 35, no. 4 (2020): 714–32. http://dx.doi.org/10.1017/hyp.2020.38.

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AbstractDisabled people face obstacles to participation in epistemic communities that would be beneficial for making sense of our experiences and are susceptible to epistemic oppression. Knowledge and skills grounded in disabled people's experiences are treated as unintelligible within an ableist hermeneutic, specifically, the dominant conception of disability as lack. My discussion will focus on a few types of epistemic oppression—willful hermeneutical ignorance, epistemic exploitation, and epistemic imperialism—as they manifest in some bioethicists’ claims about and interactions with disabled people. One of the problems with the epistemic phenomena with which I am concerned is that they direct our skepticism regarding claims and justifications in the wrong direction. When we ought to be asking dominantly situated epistemic agents to justify their knowledge claims, our attention is instead directed toward skepticism regarding the accounts of marginally situated agents who are actually in a better position to know. I conclude by discussing disabled knowers’ responses to epistemic oppression, including articulating the epistemic harm they have undergone as well as ways of creating resistant ways of knowing.

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Allen, Alexandra. "Using arts-based research to understand the sociocultural facets of having invisible disabilities in a normative society." International Journal of Education Through Art 16, no. 1 (March 1, 2020): 101–14. http://dx.doi.org/10.1386/eta_00019_1.

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Abstract Disability studies is centred around the idea that disability is a social construction. Within the field of disability studies, however, many people with non-apparent disabilities are still underrepresented when it comes to the investigation of how social factors influence the formation of their own disability identity. Throughout this study, I use arts-based research to explore moments of critical disability awareness that highlight instances in which sociocultural factors have influenced my disability identity. By examining certain facets of critical disability studies that address issues of ableism, I am able to emphasize the ways in which critical autobiography can contribute to the discourse of having invisible disabilities within a normative society.

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Baril, Alexandre, Annie Pullen Sansfaçon, and Morgane A. Gelly. "Digging beneath the Surface: When Disability Meets Gender Identity." Canadian Journal of Disability Studies 9, no. 4 (November 10, 2020): 1–23. http://dx.doi.org/10.15353/cjds.v9i4.666.

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This article presents the results of a community-based participatory action-research conducted in the province of Quebec with 54 trans youth (15-25 years old). It describes the difficult reality faced by youth who are both trans and disabled and who live at the intersection of cisgenderism (or transphobia) and ableism. The research project, which uses the grounded theory methodology, was conducted in two phases of data collection between 2016 and 2019. In total, 39 of the 54 youth interviewed in person (72.2%) self-identified as disabled. This article therefore focuses on the experience of these young people. We begin this paper with a review of the literature on the theme of “transness and disability.” Then we present the core concepts in our research, including intersectionality, as well as the methodological framework that guided the project, grounded theory. In the following section, we present and discuss the research findings. After showing that, for trans youth, disability has implications at all levels in their lived experience and cannot be separated from their trans identity, we explore the intersections between transness and disability in the lives of trans youth through two main axes. We demonstrate how, on the one hand, impairments and ableism sometimes become obstacles to the realization of gender identity, and how, on the other hand, gender identity and cisgenderism can sometimes become disabling.

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Bretz, Thomas H. "Discussing Harm without Harming." Environmental Ethics 42, no. 2 (2020): 169–87. http://dx.doi.org/10.5840/enviroethics2020111615.

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While the disability community has long argued convincingly that disability is not a negative condition, academic and popular discourses on environmental justice routinely refer to disability as a prima facie harm to be avoided. This perpetuates the harms of ableism, and it is, furthermore, unnecessary in order to advance environmental justice. It is possible (a) to demand an investigation into the state of an environment, (b) to object to toxic environmental conditions and (c) to hold polluting parties accountable without assuming any overall difference in value or desirability between disabled and non-disabled lives.

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Goodley, Dan, and Rebecca Lawthom. "Critical disability studies, Brexit and Trump: a time of neoliberal–ableism." Rethinking History 23, no. 2 (April 3, 2019): 233–51. http://dx.doi.org/10.1080/13642529.2019.1607476.

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Eisenhauer, Jennifer. "Just Looking and Staring Back: Challenging Ableism through Disability Performance Art." Studies in Art Education 49, no. 1 (October 2007): 7–22. http://dx.doi.org/10.1080/00393541.2007.11518721.

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D’Souza, Rossi. "Exploring ableism in Indian schooling through the social model of disability." Disability & Society 35, no. 7 (September 30, 2019): 1177–82. http://dx.doi.org/10.1080/09687599.2019.1668635.

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Friedman, Carli. "The Relationship Between Disability Prejudice and Institutionalization of People With Intellectual and Developmental Disabilities." Intellectual and Developmental Disabilities 57, no. 4 (August 1, 2019): 263–73. http://dx.doi.org/10.1352/1934-9556-57.4.263.

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Abstract There are decades of research indicating ableism is extremely prominent. The aim of this study was to examine the relationships between disability prejudice and institutionalization of people with intellectual and developmental disabilities (IDD). This study had two research questions: (1) How does disability prejudice impact the number of people with IDD who are institutionalized in a state? and (2) How does disability prejudice impact spending on institutions? To do so, we utilized secondary data about state utilization of institutions (fiscal year 2015), and disability prejudice data from 325,000 people. Findings revealed, states with higher disability prejudice institutionalize more people, even when controlling for size. Moreover, states with higher disability prejudice also spend more on institutional funding, regardless of size or wealth.

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Pearce, Simone. "Disability discrimination in children’s sport." Alternative Law Journal 42, no. 2 (June 2017): 143–48. http://dx.doi.org/10.1177/1037969x17710623.

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This article examines how the Disability Discrimination Act 1992 (Cth) relates to children’s sport. More specifically, this article asks: how does the Disability Discrimination Act 1992 (Cth) address the treatment of children with disabilities participating in competitive sport? This article asserts that the ‘attitude’ in and around the construction of sport is framed in the ableism perspective that assumes ability. While there are specific disability sports, with rules designed to accommodate the different attributes people may possess, this article focuses on the nature and quality of access to, and experience in, sport that is not disability specific (mainstream sport), and argues that the law fails to protect children with disability being treated in a way that places them at a disadvantage. The primary concern raised by this article is that children with disability are not provided with fairness in competitive sport. This may be discriminatory.

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Van Aswegen, Jennifer, and Michael Shevlin. "Disabling discourses and ableist assumptions: Reimagining social justice through education for disabled people through a critical discourse analysis approach." Policy Futures in Education 17, no. 5 (February 19, 2019): 634–56. http://dx.doi.org/10.1177/1478210318817420.

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Responding to the special issue call Capital and Capability, this paper undertakes a critical policy analysis of a recently published Irish labour market activation strategy for people with disabilities through a discourse analytical framework. Drawing on a disability studies lens informed by Foucault’s theory of discourse, the study reveals a hegemonic policy rhetoric within the pages of this policy document that is deeply embedded in neoliberal assumptions about the role and value of education. Through a critical disability studies lens, this study draws attention to the concepts of disablism and neoliberal ableism, whilst highlighting in particular how rhetoric is a means by which ableist culture perpetuates itself. In response to the disparities surrounding the employment of disabled people, the Comprehensive Employment Strategy for People with Disabilities 2015–2024was launched into policy in October 2015. This strategy represents a significant policy event in the Irish disability policy landscape, warranting further questioning, interrogation and analysis. This paper aims to reveal the framework of thinking that lies within the discursive contours of this strategy and to assess the implications therein for inclusive education policy and practice. In keeping with the aim of the special issue, the study explores the potential of a capabilities approach in creating a discursive policy space where social justice througheducation for disabled people can be imagined.

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Reel, Justine J., and Robert A. Bucciere. "Ableism and Body Image: Conceptualizing How Individuals Are Marginalized." Women in Sport and Physical Activity Journal 19, no. 1 (April 2010): 91–97. http://dx.doi.org/10.1123/wspaj.19.1.91.

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According to stigma theory, individuals with disabilities possess “discrediting attributes” that prevent them from meeting culturally constructed standards of beauty. An individual with a disability may find that his or her body is viewed as being somehow defective, deviant, or grotesque. Persons with disabilities feel that they are unable to achieve the societal ideal and that their masculinity or femininity may be questioned (Bucciere & Reel, 2009). As a result, individuals with physical and intellectual disabilities face a decreased sense of self worth, poor body image, and in some cases may be vulnerable to eating disorders.

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Friggi Ivanovich, Ana Carolina Carolina, and Marivete Gesser Marivete. "Disability and ableism: correction of bodies and production of (a)political persons." Quaderns de Psicologia 22, no. 3 (December 11, 2020): 1618. http://dx.doi.org/10.5565/rev/qpsicologia.1618.

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Wolbring, Gregor. "Expanding Ableism: Taking down the Ghettoization of Impact of Disability Studies Scholars." Societies 2, no. 3 (July 6, 2012): 75–83. http://dx.doi.org/10.3390/soc2030075.

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Campbell, Fiona Kumari. "Precision ableism: astudies in ableismapproach to developing histories of disability and abledment." Rethinking History 23, no. 2 (April 3, 2019): 138–56. http://dx.doi.org/10.1080/13642529.2019.1607475.

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Kattari, Shanna K., Lisa Ingarfield, Michele Hanna, Jeanette McQueen, and Kate Ross. "Uncovering issues of ableism in social work education: a disability needs assessment." Social Work Education 39, no. 5 (December 5, 2019): 599–616. http://dx.doi.org/10.1080/02615479.2019.1699526.

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Herndl, Diane Price. "Disease versus Disability: The Medical Humanities and Disability Studies." PMLA/Publications of the Modern Language Association of America 120, no. 2 (March 2005): 593–98. http://dx.doi.org/10.1632/s0030812900167951.

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One of the consistent problems i find in the work I do—which is focused on women and the cultural representations of illness—is classification. There was not really a category of “disability studies” when I started this work in the 1980s, and I would have resisted that label even if there had been. Since embracing the field of disability studies, I have wondered about my early resistance to it. At first, I attributed it to my own ableism (and I don't think I am necessarily wrong about this), but as I have continued to work on the issues, I am coming to see it more as a result of a disciplinary divide between the medical humanities and disability studies. My first job teaching literature was in a medical school, and I was early on immersed in the idea of the medical humanities, an idea I am beginning to think is antithetical to disability studies (though not to disability itself). My talk today discusses the source of that divide, the problems I see with it, and suggestions for what we can do about it. I want to examine the two interdisciplinary fields in terms of their disciplinarity, and in the interest of time, I'll use a shortcut to do this; I will compare two relatively recent MLA publications, Teaching Literature and Medicine (2000) and Disability Studies: Enabling the Humanities (2002).

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Donaldson, Amy L. "Disability in Speech and Hearing Sciences: Reflections on Representation." Perspectives of the ASHA Special Interest Groups 6, no. 3 (June 25, 2021): 513–19. http://dx.doi.org/10.1044/2021_persp-20-00228.

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Purpose This article reflects on a diversity and equity view of disability and offers a perspective on the representation of disability within speech and hearing sciences in terms of membership, research, and pedagogy. Conclusions All areas of representation can be improved to support American Speech-Language-Hearing Association's strategic objectives of increasing diversity of membership and improving cultural competence. American Speech-Language-Hearing Association is encouraged to collect data regarding disability status to inform understanding of disability representation and potentially increase positive exposure, retention, and recruitment of disabled professionals. Research can be impacted through use of participatory models and focusing on community experiences, diversity issues, and increased understanding of the impact of ableism on clinical practice. Finally, curriculum specific to disability issues is needed to support students' understanding of the variability inherent within the disability community and their role as clinicians in partnering with the disability community.

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Procknow, Greg, Tonette S. Rocco, and Sunny L. Munn. "(Dis)Ableing Notions of Authentic Leadership Through the Lens of Critical Disability Theory." Advances in Developing Human Resources 19, no. 4 (September 4, 2017): 362–77. http://dx.doi.org/10.1177/1523422317728732.

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The Problem Persons with disabilities (PWD) are regarded as “the Other” and are sequestered from “normative” society because of their “Otherness.” “Othering” results in discrimination and the systemic preclusion of PWD. Ableism is the belief that being without a disability, impairment, or chronic illness is the norm. The notion that people without disabilities are the norm and are inherently superior is accepted without critique by those that advocate for authentic leadership. This privileges ableism and furthers the “Othering” of PWD within a leadership style intended to promote self-awareness, beliefs and ethics, and interpersonal relationships. The Solution The disabled experience and differently abled voice must be restored through relationally “being” with others and authentic dialogue. What is needed is a shift from the deficit model of authentic leadership to a social paradigm of authentic leadership, welcoming of bodily and psychic difference. This will better enable both leaders and employees to craft an authentic profile in the workplace. The Stakeholders Leaders and those who seek to become leaders following an authentic leadership approach can benefit from a better understanding of how their ingrained belief systems impact those that they lead who are both “able-bodied” and “disabled.” Human resource development (HRD) practitioners and leadership development practitioners can use this information to deconstruct and reconstruct leadership development opportunities to be inclusive as an authentic leader.

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Fritsch, K. "The Neoliberal Circulation of Affects: Happiness, accessibility and the capacitation of disability as wheelchair." Health, Culture and Society 5, no. 1 (November 15, 2013): 135–49. http://dx.doi.org/10.5195/hcs.2013.136.

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The International Symbol of Access (ISA) produces, capacitates, and debilitates disability in particular ways and is grounded by a happy affective economy that is embedded within neoliberal capitalism. This production of disability runs counter to the dismantling of ableism and compulsory able-bodiedness. In charting the development of the modern wheelchair, the rise of disability rights in North America, and the emergence of the ISA as a universally acceptable representation of access for disabled people, I argue that this production of disability serves a capacitating function for particular forms of impairment. These capacitated forms are celebrated through a neoliberal economy of inclusion. I conclude by critically approaching the happy affects of the ISA, including the way in which the symbol creates a sense of cruel optimism for disabled people.

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Journal articles on the topic 'Ableism (disability)'

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