Relevant bibliographies by topics / Ableismus

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Ableismus'

Author: Grafiati
Published: 26 July 2024
Last updated: 28 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Ableismus.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Ableismus"

1

Buchner, Tobias, and Christian Lindmeier. "Zur Einführung: Grundzüge, Rezeptionslinien und Desiderate ableismuskritischer Forschung im deutschsprachigen Raum." Sonderpädagogische Förderung heute, no. 3 (October 21, 2019): 233–39. http://dx.doi.org/10.3262/sz1903233.

Full text
Abstract:
Zur Einführung in den Themenschwerpunkt dieser Ausgabe werden im vorliegenden Artikel zentrale Aspekte des Konzepts Ableism und die damit verbundenen Möglichkeiten für For-schung zu Bildungskontexten vorgestellt. Zu Beginn des Textes werden zunächst die Hin-tergründe und Grundzüge einer ableismukritischen Perspektive umrissen. Anschließend wird der Blick auf den deutschsprachigen Raum gelegt und die Rezeption des besagten Ansatzes in der hiesigen scientific community nachgezeichnet. Anknüpfend an diese Befunde wer-den im letzten Teil des Artikels Möglichkeiten und Desiderate einer ableismus-kritischen Forschung zu Bildungskontexten dargelegt und diskutiert.
APA, Harvard, Vancouver, ISO, and other styles
2

Weiß, Hans. "Klassismus." Sonderpädagogische Förderung heute, no. 1 (April 13, 2022): 7–8. http://dx.doi.org/10.3262/sz2201007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kreuznacht, Katrin. "Ableismus heute: Greta Thunberg in den Augen Michel Onfrays." Sonderpädagogische Förderung heute, no. 4 (January 13, 2020): 429–33. http://dx.doi.org/10.3262/sz1904429.

Full text
Abstract:
Das Essay greift die gesellschaftliche Debatte um die öffentliche Person Greta Thunberg auf. Thunberg, die sich selbst als Asperger-Autistin bezeichnet, wird im öffentlichen Diskurs immer wieder ableistisch diffamiert. Konkret Bezug genommen wird in diesem Beitrag auf das französischsprachige Essay Greta, la Science des Philosophen Michel Onfray. Insbesondere die Überkreuzung der Differenzlinien Disability, Geschlecht und Alter sowie die damit in Verbindung stehenden Anfeindungen Onfrays werden in diesem Zuge analytisch aufgegriffen. Unter Rückgriff auf die kulturelle Inszenierung von Menschen im Autismus-Spektrum kann die Konstruktion von Geschlechtervorstellungen in intersektionaler Verwobenheit mit der Konstruktion von Disability gezeigt werden.
APA, Harvard, Vancouver, ISO, and other styles
4

Konz, Britta. "Religiöse Selbst- und Weltdeutungen von Kindern mit Fluchterfahrungen." Berliner Theologische Zeitschrift 40, no. 1 (June 1, 2023): 242–62. http://dx.doi.org/10.1515/bthz-2023-0014.

Full text
Abstract:
Zusammenfassung Im Mittelpunkt des Beitrages stehen vier Einzelfallanalysen aus einer qualitativen Studie über religiöse Selbst- und Weltdeutungen von Kindern mit Fluchterfahrungen, die im Kontext soziologischer Analysen von Kindheitskonstruktionen und generationalen Ordnungen analysiert werden. In Bezugnahme auf die Konzepte Adultismus, Ableismus und VulnerAbility sollen Gedanken angestoßen werden, die Rahmenbedingungen und Tiefenstrukturen von Kindertheologie stärker in Hinsicht auf die Intersektion »Generation« zu befragen.
APA, Harvard, Vancouver, ISO, and other styles
5

Schulz, Miklas. "Sinnlichkeit und Ableismus im Kontext von Schriftsprache: Das disruptive Potenzial des auditiven Lesens." Diversitätsforschung: Von der Rekonstruktion zur Disruption? 5, no. 1-2020 (April 24, 2020): 8–20. http://dx.doi.org/10.3224/zdfm.v5i1.02.

Full text
Abstract:
Gegenstand des Artikels ist das vergesellschaftete Leseverständnis. Es existiert eine unausgesprochene Einigkeit darüber, dass Lesen ein rein visuell leistbarer Vorgang ist. Ziel der Argumentation ist es, diese Selbstverständlichkeit zu dekonstruieren. Bezug genommen wird dafür auf das in den Disability Studies zunehmend Verbreitung findende Konzept des Ableismus. Anhand eigener Forschungsergebnisse zeigt der Autor, inwieweit die soziokulturelle Konstruktion unserer Sinnestätigkeit einen zentralen Beitrag zur Stabilisierung eines sinnlichen Differenzverhältnisses leistet. Irritiert wird diese Idee mit der Einführung des Konzepts des auditiven Lesens.
APA, Harvard, Vancouver, ISO, and other styles
6

Lindmeier, Christian. "Differenz – Othering – sonderpädagogischer Bildungsbedarf." Sonderpädagogische Förderung heute, no. 3 (October 21, 2019): 291–301. http://dx.doi.org/10.3262/sz1903291.

Full text
Abstract:
Der Beitrag problematisiert in einem ersten Schritt die differenztheoretische Unterbestimmtheit der inklusionspädagogischen Kritik an der sog. Zwei-Gruppen-Theorie. In einem zweiten Schritt wird herausgearbeitet, dass diese Kritik weiterhin sinnvoll und möglich erscheint, wenn man hierfür die differenztheoretische Analyseperspektive des Othering heranzieht und mit den ungleichheitskritischen Perspektiven der Intersektionalität des Ableismus verschränkt. In einem dritten und letzten Schritt werden diese Analyseperspektiven auf den Entwurf der überabeiteten KMK-Empfehlungen für den Förderschwerpunkt Lernen angewandt, die noch in diesem Jahr verabschiedet werden sollen
APA, Harvard, Vancouver, ISO, and other styles
7

Katzenbach, Dieter. "Von der Dialektik von Gleichheit und Differenz über die radikale Differenz zu radikaler Gleichheit?" Zeitschrift für Pädagogik, no. 3 (June 10, 2024): 318–34. http://dx.doi.org/10.3262/zp2403318.

Full text
Abstract:
In dem Beitrag wird die Verhältnisbestimmung von Gleichheit und Differenz in der Inklusionspädagogik entlang zentraler Diskurslinien nachgezeichnet: Aufgegriffen werden hierzu die Rede von der Dialektik von Gleichheit und Differenz, Prengels Entwurf einer Pädagogik der Vielfalt und der darin eingelagerte Begriff der egalitären Differenz, die Perspektive der materialistischen Behindertenpädagogik sowie die Debatten um Dekategorisierung, um einen „breiten“ Inklusionsbegriff, um Intersektionalität und die Ableismus-Kritik. Vor diesem Hintergrund wird der Vorschlag einer Diskursverschiebung weg von der Dialektik von Gleichheit und Differenz hin zur Dialektik zwischen radikaler und relativer Gleichheit diskutiert.
APA, Harvard, Vancouver, ISO, and other styles
8

Alves, Angela, and Theresa Schütz. "Undoing Normative Time Structures." Forum Modernes Theater 34, no. 2 (2023): 229–38. http://dx.doi.org/10.1353/fmt.2023.a920446.

Full text
Abstract:
Abstract: Choreografin, Tanzwissenschaftlerin und Performerin Angela Alves hat sich in denen vergangenen Jahren intensiv mit den Themen Ableismus, Klassismus und feministische Kapitalismuskritik auf und hinter den Bühnen der Freien Szene beschäftigt. Im Gespräch mit Theaterwissenschaftlerin Theresa Schütz, die seit 2021 praxisbezogene Lehraufträge im Kontext Performancekritik & Disability Arts erfüllt, adressiert Alves ein mit dem Konzept der Crip Time verknüpftes Bündel an Praktiken und Strategien, die darauf abzielen, hegemoniale, normative Verständnisse von Zeit(lichkeit) in Produktions-und Arbeitsprozessen auszusetzen bzw. radikal neu zu denken. Dabei zeigt sich, wie eng Zeitverständnisse nicht nur mit kapitalistischer Produktivität, sondern auch mit struktureller Diskriminierung bestimmter Körper zusammenhängen.
APA, Harvard, Vancouver, ISO, and other styles
9

Hess, Jacob, Clémence Bosselut, and Fred Stecher. "Wege zu einer umfassend inklusiveren Bildungsarbeit – und warum der Satz „Störungen haben Vorrang“ nicht reicht." Voluntaris 11, no. 2 (2023): 284–300. http://dx.doi.org/10.5771/2196-3886-2023-2-284.

Full text
Abstract:
In diesem Artikel wird aufgezeigt, inwieweit die Einteilung in „störendes“ und „nicht- störendes“ Verhalten im Kontext der Erwachsenenbildung ableistische Vorstellungen reproduziert. Nach einer Einführung in Ableismus analysieren wir gängige Vorstel- lungen zu „Störungen“ und den Umgang damit in der didaktischen Fachliteratur der Erwachsenenbildung. Auf ein theoretisches Zwischenfazit folgen unsere Visionen für eine inklusivere Praxis: mit den fünf Säulen „Zuschreibungen ablegen“, „Bedürfnisse einladen“, „Transparenz maximieren“, „Unwohlsein Raum schenken“ und „Grenzen aushalten“ stellen wir Ansätze aus behinderten-aktivistischen Communities vor und berichten zugleich aus unserer eigenen Arbeitserfahrung in der Fortbildungsreihe „Multiplikator*in für Globales Lernen“ des evangelischen Forums entwicklungspo- litischer Freiwilligendienste (eFeF). Dabei wird deutlich: von einer inklusiveren Bil- dungsarbeit profitieren alle.
APA, Harvard, Vancouver, ISO, and other styles
10

Meyer, Dorothee. "Das Zuschreiben und Absprechen von Fähigkeiten: inklusive Kleingruppen unter ableismuskritischer Perspektive." Sonderpädagogische Förderung heute, no. 3 (October 21, 2019): 277–90. http://dx.doi.org/10.3262/sz1903277.

Full text
Abstract:
In dem Artikel werden ausgewählte Ergebnisse meiner rekonstruktiven Dissertationsstudie „Gemeinsamkeit herstellen, Differenz bearbeiten“ dargestellt und unter der Perspektive der Ableismus-Kritik diskutiert. Dabei wird die Verantwortungsverteilung in inklusiven (Klein-)Gruppen in den Blick genommen und die in der Gruppeninteraktion vorgenommenen Zuschreibungen und Absprachen von Fähigkeiten analysiert. Die Ergebnisse zeigen – als Aspekte des doing difference in den Gruppen – eine Verantwortungsverteilung mit ableistischen Tendenzen. Den behinderten Teilnehmer*innen werden tendenziell Fähigkeiten abgesprochen, sodass sie ihre Fähigkeiten unter Beweis stellen müssen. Unter gruppendynamischen Gesichtspunkten scheinen allerdings auch ein gemeinsamer Inhalt der Zusammenarbeit, gemeinsame Gruppenziele und Metakommunikation differenzminimierend zu wirken. Hier werden Momente des undoing difference in Bezug auf Behinderung sichtbar, in denen keine ableistischen Tendenzen rekonstruiert werden können.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Ableismus"

1

Palmer, Savannah. "Watching the Wolf Tear Down the House: An Autoethnographic Examination of Living with Lupus in The Wolf Inside." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2135.

Full text
Abstract:
Autoethnography is a research method that relies on connecting personal narrative to larger social issues, using writing and/or performance to draw those connections for an audience and critique those issues along the way. Autoethnographers, in a vulnerable act, tell their own stories to make these connections and critiques, and ask their audiences to help them change the way society functions, to help achieve social justice by engaging with and helping to solve these issues. This project explores a specific autoethnographic work—The Wolf Inside, a solo performance piece dealing with the dis/ableist experiences of the author in their journey toward diagnosis, treatment, and good quality of life with systemic lupus erythematosus. It examines the implications of autoethnography as a method of educating audiences about invisible disabilities like lupus, confronting harmful dis/ableist behaviors, offering solutions to these issues, and functioning as a coping mechanism for the author/performer who lives with invisible disabilities.
APA, Harvard, Vancouver, ISO, and other styles
2

Campbell, Fiona Anne Kumari. "The great divide : ableism and technologies of disability production." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15889/1/Fiona_Campbell_Thesis.pdf.

Full text
Abstract:
Subjects designated by the neologism 'disability' typically experience various forms of marginality, discrimination and inequality. The response by social scientists and professionals engaged in social policy and service delivery has been to combat the 'disability problem' by way of implementing anti-discrimination protections and various other compensatory initiatives. More recently, with the development of biological and techno-sciences such as 'new genetics', nanotechnologies and cyborgs the solution to 'disability' management has been in the form of utilizing technologies of early detection, eradication or at best, technologies of mitigation. Contemporary discourses of disablement displace and disconnect discussion away from the 'heart of the problem', namely, matters ontological. Disability - based marginality is assumed to emerge from a set of pre-existing conditions (i.e. in the case of biomedicalisation, deficiency inheres in the individual, whilst in the Social Model disablement is created by a capitalist superstructure). The Great Divide takes an alternative approach to studying 'the problem of disability' by proposing that the neologism 'disability' is in fact created by and used to generate notions and epistemologies of 'ableism'. Whilst epistemologies of disablement are well researched, there is a paucity of research related to the workings of ableism. The focal concerns of The Great Divide relate to matters of ordering, disorder and constitutional compartmentalization between the normal and pathological and the ways that discourses about wholeness, health, enhancement and perfection produce notions of impairment. A central argument of this dissertation figures the production of disability as part of the tussle over ordering, emerging from a desire to create order from an assumed disorder; resulting in a flimsy but often unconvincing attempt to shore up so-called optimal ontologies and disperse outlaw ontologies. The Great Divide examines ways 'disability' rubs up against, mingles with and provokes other seemingly unrelated concepts such as wellness, ableness, perfection, competency, causation, productivity and use value. The scaffolding of the dissertation directs the reader to selected sites that produce epistemologies of disability and ableism, namely the writing of 'history' and Judeo-Christian renderings of Disability. It explores the nuances of ableism (including a case study of wrongful life torts in law) and the phenomenon of internalized ableism as experienced by many disabled people. The study of liberalism and the government of government are explored in terms of enumeration, the science of 'counting cripples' and the battles over defining 'disability' in law and social policy. Additionally another axis of ableism is explored through the study of a number of perfecting technologies and the way in which these technologies mediate what it means to be 'human' (normalcy), morphs/simulates 'normalcy' and the leakiness of 'disability'. This analysis charts the invention of forearms transplantation (a la Clint Hallam), the Cochlear implant and transhumanism. The Great Divide concludes with an inversion of the ableist gaze(s) by proposing an ethic of affirmation, a desiring ontology of impairment.
APA, Harvard, Vancouver, ISO, and other styles
3

Campbell, Fiona Anne Kumari. "The Great Divide : Ableism And Technologies Of Disability Production." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15889/.

Full text
Abstract:
Subjects designated by the neologism 'disability' typically experience various forms of marginality, discrimination and inequality. The response by social scientists and professionals engaged in social policy and service delivery has been to combat the 'disability problem' by way of implementing anti-discrimination protections and various other compensatory initiatives. More recently, with the development of biological and techno-sciences such as 'new genetics', nanotechnologies and cyborgs the solution to 'disability' management has been in the form of utilizing technologies of early detection, eradication or at best, technologies of mitigation. Contemporary discourses of disablement displace and disconnect discussion away from the 'heart of the problem', namely, matters ontological. Disability - based marginality is assumed to emerge from a set of pre-existing conditions (i.e. in the case of biomedicalisation, deficiency inheres in the individual, whilst in the Social Model disablement is created by a capitalist superstructure). The Great Divide takes an alternative approach to studying 'the problem of disability' by proposing that the neologism 'disability' is in fact created by and used to generate notions and epistemologies of 'ableism'. Whilst epistemologies of disablement are well researched, there is a paucity of research related to the workings of ableism. The focal concerns of The Great Divide relate to matters of ordering, disorder and constitutional compartmentalization between the normal and pathological and the ways that discourses about wholeness, health, enhancement and perfection produce notions of impairment. A central argument of this dissertation figures the production of disability as part of the tussle over ordering, emerging from a desire to create order from an assumed disorder; resulting in a flimsy but often unconvincing attempt to shore up so-called optimal ontologies and disperse outlaw ontologies. The Great Divide examines ways 'disability' rubs up against, mingles with and provokes other seemingly unrelated concepts such as wellness, ableness, perfection, competency, causation, productivity and use value. The scaffolding of the dissertation directs the reader to selected sites that produce epistemologies of disability and ableism, namely the writing of 'history' and Judeo-Christian renderings of Disability. It explores the nuances of ableism (including a case study of wrongful life torts in law) and the phenomenon of internalized ableism as experienced by many disabled people. The study of liberalism and the government of government are explored in terms of enumeration, the science of 'counting cripples' and the battles over defining 'disability' in law and social policy. Additionally another axis of ableism is explored through the study of a number of perfecting technologies and the way in which these technologies mediate what it means to be 'human' (normalcy), morphs/simulates 'normalcy' and the leakiness of 'disability'. This analysis charts the invention of forearms transplantation (a la Clint Hallam), the Cochlear implant and transhumanism. The Great Divide concludes with an inversion of the ableist gaze(s) by proposing an ethic of affirmation, a desiring ontology of impairment.
APA, Harvard, Vancouver, ISO, and other styles
4

Brander, Jenny. "Genom andras glasögon : Ableism i forskning rörande specialpedagogik och autistiska elever." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-435327.

Full text
Abstract:
Ableism is based on the belief that it is better to not have a disability than to have one and that it is preferable to function in society the way nondisabled people do. In this thesis, the theory of ableism is applied to the field of special education. Two different perspectives on dis/ability are explored and how they, in turn, relate to ableism specifically in terms of autistic pupils. The medical perspective, where diagnoses are used to correct abnormalities, is set against the relational perspective, in which the environment is seen as the cause of disabilities. The thesis argues that autistic social impairment is a “double empathy problem”, rather than stemming from a more medicalized understanding of autistic impairment.  Through a systematic literature review, previous research concerning autistic pupils in special education is analyzed to explore whether it shows indications of ableism, and if so, how. The review, conducted through Swepub and ERIC, included peer-reviewed scientific articles published 2010-2020 based on research conducted in school environments with autistic pupils (ages 6-18) within special education. The thesis identifies four themes of ableism within previous research: (1) the aim of “fixing” autistic individuals; (2) viewing autistic individuals as impaired; (3) the absence of autistic agency; and (4) the use of “with autism” instead of “autistic”. All the analyzed research contained at least one of the four identified themes. As such, the analysis indicates that all examined studies contain some form of ableism, where the use of “with autism” was the most commonly found, closely followed by the goal of fixing the autistic individual. Additionally, the autistic pupils rarely had agency in the previous research, which is problematic as autistic individuals can be more difficult to interpret via observation. In turn, this affects both the reliability of the research results and the types of interventions and adaptations implemented to improve autistic pupils’ school situation. However, a few of the analyzed studies did discuss and share this view on agency. In addition, some of the previous research analyzed in this thesis also incorporated clear non-ableistic views, which shows a possible path forward for future research as well as for the design of special education programs. The thesis concludes that autistic phenomenal expertise could play a role in better understanding which adaptations are effective for autistic pupils in school.
APA, Harvard, Vancouver, ISO, and other styles
5

McCampbell, Darcey. "Provider Perceptions of Ableism and Social Support Networks in the Healthcare Setting." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5667.

Full text
Abstract:
The objective of this study is to investigate ableism and social support networks in the healthcare setting. Social support networks play an important role in combating emotional distress in healthcare. They provide disabled patients a method for defending against the negative effects of ableism among other stressors. By definition, ableism refers to perceptions that disability is abnormal and undesirable. Ten healthcare providers in central Florida (i.e., in nursing homes, rehabilitation centers, and primary care offices) were interviewed, using in-depth face-to-face qualitative interviewing. Participants were asked questions relating to the effects of ableist language on patients with disabilities as well as the role of social support networks in combating related stress. Throughout the process of data analysis, five major themes arose as most relevant to the research questions proposed: (1) Traditional Social Support, (2) Online Networks as a Source of Informational Support, (3) Concerns about Ableist Language, (4) External Sources of Patient Social Support, and (5) Accommodation and Accessibility. Results indicated a strong preference for traditional social support, as opposed to online support. Traditional social support is offered through accommodation of caregivers, availability of social workers, and creation of support groups. Benefits of online support networks are viewed mainly in terms of fulfilling the informational needs of patients with disabilities. Additionally, while some accommodations for patients with disabilities were described, these dealt primarily with alterations to the physical environment. Results showed a lack of attention paid to ableism in the healthcare field, particularly instances occurring in communication practices. Overall, there is room for improvement in the healthcare field concerning accommodations for patients with disabilities.
M.A.
Masters
Communication
Sciences
Communication; Interpersonal Communication
APA, Harvard, Vancouver, ISO, and other styles
6

Reilly, Ellen Therese. "Ableism in Education: A Case Study of a Student with Multiple Disabilities." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51177.

Full text
Abstract:
This phenomenological case study examines the journey of one female with multiple disabilities and how she achieved success in school against difficult odds. It relies on an overview of the disability movement, related legislation from the 1960s to present, and compares the theoretical models of disability. This framework of historical, political, medical, social, and ableist approaches to disability sets the stage for the study which relies on extensive open-ended interviews, a document review, audio recording of an Individual Education Program (IEP) meeting, and a researcher journal to elucidate the role of ableism in education. Data sources for the research included interviews with the student, her family, and her teacher/tutor, as well as a review of her individualized education plans and medical notes. A research journal that draws on the author's 15 years of experience as her interpreter and as a family friend was also used. The research begins with an examination of the disability rights movement which has led to disabled people moving into mainstream society. An explanation of how the effect of ableism in schools impacts students with disabilities is provided. The relevant legislative acts and policies in education are reviewed to explain how they were established to assist students with disabilities to become financially and socially independent after graduation from high school. Finally, this dissertation will introduce ways educators can effectively end an ableist attitude toward students with disabilities in order to assist students with disabilities obtain greater opportunities after graduation from high school.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
7

Olowookere, Kehinde. "Confronting ableism : the experiences of employees with bipolar disorder within 'normative' work contexts." Thesis, Heriot-Watt University, 2017. http://hdl.handle.net/10399/3351.

Full text
Abstract:
In contemporary, westernized and industrialized nations, such as the United Kingdom, paid work is considered the foundation of political, economic and social order (Newton et al., 2007). As vital as it is, however, paid work/employment remains an area of disadvantage for individuals who are constructed as ‘different’, such as women and disabled individuals. Disabled people, in particular, have been found to experience exclusion and discrimination in the labour market. This is evidenced in employment indicators, which depict an uneven distribution in employment outcomes for disabled individuals, particularly those with mental health conditions. The reasons for these disadvantages remain the essence of substantial dissension. The current study aims to contribute to knowledge of why disabled employees, specifically those with bipolar disorder, may be disproportionately subjected to discriminatory attitudes and practices in the workplace and labour market. The overarching aim is to offer a theoretical background for understanding the experiences of employees with bipolar disorder in the workplace. The study conceptualizes disability as a social construct discursively produced within social relations. The research is informed by qualitative semi-structured interviews with individuals who have bipolar disorder, allowing for a detailed exploration of how participants interpret their work experiences. The data collected was analysed using narrative and Foucauldian analytical techniques. Fundamentally, the findings offer a nuanced and in-depth perspective on the experiences of a concealed, yet marginalized identity in the workplace. The insights gained point to how the experiences of work may be a product of the construct of work around the ‘ideal’ employee. The narratives collected also underscore that the social connotations attached to the label of bipolar disorder, when allotted to participants, constructs such individuals as ‘less capable’. It allows for the dissemination of meaning to participants’ experiences, and opens up positions of subjectivity for these individuals. The findings both affirm and strengthen the theoretical basis of the social relational model of disability. The study contributes to knowledge of the vital role played by ableist work contexts in the lived experiences of employees with bipolar disorder, a subject area that remains largely under-researched in the domain of work and employment. The particular emphasis on social interactions, and on problematizing work contexts rather than individual capability differentiates the study from previous studies on bipolar disorder, and generates pertinent considerations for disability studies. Essentially, the findings call for the modification of work to comprise inclusive strategies, which are suited to the individualities of employees. The implications, both for employees and employers, are wide-ranging. The analysis of the resistance of subjective positions in the study adds to knowledge of how the disadvantaged position of disabled employees can be confronted and altered. The findings also highlight the need for a shift in organizational and governmental policies/schemes from individualizing disability to querying the normative nature of work in contemporary workplaces. As such, the study does not only offer a nuanced analysis of the lived experiences of employees with bipolar disorder; it also offers suggestions on how prevailing discursive practices can be made accommodative of difference.
APA, Harvard, Vancouver, ISO, and other styles
8

Bostic, Sarah E. "Classism, Ableism, and the Rise of Epistemic Injustice Against White, Working-Class Men." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1559238446980086.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Seguna, Josephine Angela. "The Consequence of Resistance: Interrogating Heidegger and Butler on the Conundrums of Ableism." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/365924.

Full text
Abstract:
The Consequence of Resistance is a philosophical investigation into the writings of Martin Heidegger and Judith Butler to unravel the character and disposition of social resistance to the disabled individual. The qualitative analysis moves beyond physical considerations of the dis/abled body to probe, investigate and challenge the essence and performativity of conventional constructions and interpretations of society’s dismissive attitudes, manner and the discriminatory behaviours and language that remain resistant to the ‘Being’ of those Others. The phenomenological nature of the endeavour is underpinned by autobiographical insight offering a ‘counter’ discourse to the sustained systematic careless banter of community and common expectations of ‘rationality’, ‘freedom’ and ‘equality’. The disabled identity is identified and explored through the vested interests and obstinacy of normative/ableist complex institutional, political and cultural structures, and legal ‘mythologies’. Indeed, the persistent discriminatory character of such social limits of ‘disability’, along with its oppressive marginalisation and relentless invisibility, is highlighted and articulated through the lens of Critical Disability Studies and Studies in Ableism. Martin Heidegger’s basic existential ‘Being’, Dasein, in constant interaction with others negotiates its best possibilities of being-in-the-world. Humankind’s pursuit of an ‘authentic’ existence is the struggle for individuality, freedom from submission to uniformity, consensus, passivity and resistance to the social conformity, anonymity and apathy of present organisations and cultural determinants. Individual authenticity lies in the confrontation with ‘truth’ through the Care of Others (Mitsein), making sense of existential possibilities of Self and taking responsibility for one’s involvement in social practices. Resistance to dif-ference as the essence of das Man and its discourse of idle conversation remains restrictive and challenging to the disabled identity. Language for Heidegger is an ontological condition, a sharing of perception and understanding that provides for otherness to be an experience and reflection of undefined spaces rather than definitions framed within oppressive normative classification and expectations.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Law School
Arts, Education and Law
Full Text
APA, Harvard, Vancouver, ISO, and other styles
10

Fanourgakis, Maria. "A Norm Critical Approach to Teaching Charlotte Brontë’s Jane Eyre: Exploring Gender, Heteronormativity & Ableism." Thesis, Stockholms universitet, Engelska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169829.

Full text
Abstract:
A growing concern in educational institutions is the lack of a unified collegial effort to address issues pertaining to discrimination. The Swedish National Agency of Education (SNAE) has released several reports and articles this past decade (2009, 2010, 2016), in which no significant improvement has been observed in schools with regard to discrimination pertaining to race, gender, ethnicity, sexual orientation and disability. An important finding illustrated in all reports is that norms are the cardinal reason behind all discriminating conduct. Consequently, to address this problem, SNAE suggests that a norm-critical perspective should be implemented in order to hamper and change such behaviours (101). A core problem, however, is that not all syllabi provide specific examples of how teachers can work with norms in the classroom. Significantly, however, literature has shown to be a valuable gateway to norm-criticism as it provides students with the opportunity to critically assess problems presented in novels with a certain detachment; promoting a more objective attitude and thus a deeper understanding of their own real-life situations (Rosenblatt 47). Thus, the aim of this thesis is to provide English teachers with a more concrete point of departure in the discussion of norms by the use of literature, namely Charlotte Brontë’s novel Jane Eyre (1847). More specifically, this essay critically examines the notions of heteronormativity, gender and ableism to illustrate how hetero-norms, gender-norms and disability-norms are both subverted and challenged in Jane Eyre, often in unexpected ways. The concepts of the ‘male gaze’ and the ‘Other’ are introduced, to demonstrate how this novel may be approached norm-critically in the ambition to avert discriminatory behaviour. To exemplify how the reading of each concept may have positive implications in teaching, I demonstrate how a fusion of norm-critical pedagogy, critical literacy pedagogy and reader-response theory can be fruitful to foster critical thinking.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Ableismus"

1

Campbell, Fiona Kumari. Contours of Ableism. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245181.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Campbell, Fiona Kumari. Contours of ableism: The production of disability and abledness. New York: Palgrave Macmillan, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Campbell, Fiona Kumari. Contours of ableism: The production of disability and abledness. New York: Palgrave Macmillan, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Altendorf, Alan Von. Isms: A compendium of concepts, doctrines, traits and beliefs from ableism to zygodactylism. Memphis, TN: Mustang Pub. Co., 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Carroll, Penelope, Simon Opit, and Karen Witten. Adapting Q Methodology to Tackle Ableism and Increase Participation of Disabled Young People in Sport, Physical Education, and Active Recreation. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2024. http://dx.doi.org/10.4135/9781529689976.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Watzke, Petra. Developing a Research Project on the Discrimination of People with Disabilities in Higher Education from Personal Experiences of Academic Ableism. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2024. http://dx.doi.org/10.4135/9781529682397.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pertsch, Sebastian, ed. Vielfalt: Das andere Wörterbuch. 100 Wörter – 100 Menschen - 100 Beiträge. Berlin, Germany: Dudenverlag, 2023.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Academic Ableism. University of Michigan Press, 2017. http://dx.doi.org/10.1353/book.57058.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Baglieri, Susan, and Priya Lalvani. Undoing Ableism. Routledge, 2019. http://dx.doi.org/10.4324/9781351002868.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nichols, Susan. Confronting Ableism. Rosen Publishing Group, 2017.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Ableismus"

1

Schütteler, Christina, and Timo Slotta. "Ableismus." In Psychotherapie: Praxis, 143–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2023. http://dx.doi.org/10.1007/978-3-662-67012-5_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Amirpur, Donja, and Aysun Doğmuş. "„Der ist nichts“ – Die Praxis der Verunfähigung des migrantisierten Kindes. Zur Intersektion von Ableismus und Rassismus in der frühen Kindheit." In Kinder, Kindheiten und Kindheitsforschung, 41–57. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-36760-2_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wayland, Sarah, Jennifer Smith-Merry, Sarina Rakidzic, Amie O’Shea, Richard Schweizer, Kate Gill, Vicki Hutton, and Susan Sisko. "Ableism." In Multicultural Responsiveness in Counselling and Psychology, 217–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55427-9_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

White, Glen W. "Ableism." In Community Psychology, 405–25. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21400-2_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

ten Have, Henk, and Maria do Céu Patrão Neves. "Ableism." In Dictionary of Global Bioethics, 77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54161-3_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Nelson, Geoffrey, and Isaac Prilleltensky. "Ableism." In Community Psychology, 431–52. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-37008-1_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jun, Heesoon. "Disablism/Ableism." In Social Justice, Multicultural Counseling, and Practice, 243–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72514-7_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jun, Heesoon. "Disablism/Ableism." In Social Justice, Multicultural Counseling, and Practice, 271–302. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-50361-0_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jönson, Håkan, and Annika Taghizadeh Larsson. "Ableism and Ageism." In Encyclopedia of Gerontology and Population Aging, 1–6. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_581-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Reynolds, Joel Michael, and Anna Landre. "Ableism and Ageism." In Critical Humanities and Ageing, 118–29. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003112112-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Ableismus"

1

Timberlake, Maria. "Navigating Ableism Together." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579828.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dolmage, Jay. "Academic Ableism and Open Access(ibility)." In Accessibility Symposium 2019. York University Libraries, 2019. http://dx.doi.org/10.25071/10315/36127.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Buchner, Tobias. "Ability-Space-Regimes in Austrian Mainstream Schools Between Binarized Ableisms and Enabling Learning Environments." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681559.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fuller, George. "A Qualitative Study of Ableism on the Postsecondary Campus." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2105681.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Glaudell, Rebecca. "The Legacy of William Shockley: Racism and Ableism in STEM." In 2021 IEEE 48th Photovoltaic Specialists Conference (PVSC). IEEE, 2021. http://dx.doi.org/10.1109/pvsc43889.2021.9518411.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Siuty, Molly. "DisCrit Culture Circles: Interrupting Racism and Ableism in Teacher Education." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2018269.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Coffie, Camille A., Westley James, Erin M. Scanlon, and Jacquelyn J. Chini. "Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant." In 2022 Physics Education Research Conference. American Association of Physics Teachers, 2022. http://dx.doi.org/10.1119/perc.2022.pr.coffie.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Olmstead, Cassandra, and Kathy L. Schuh. "Ableism in Education and Epistemic Cognition: Development of the AEECI Instrument." In 18th International Conference of the Learning Sciences (ICLS) 2024. International Society of the Learning Sciences, 2024. http://dx.doi.org/10.22318/icls2024.591530.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bellacicco, Rosa. "Ableism and Intersectionality: A Participatory Research on Discriminatory Attitudes in Italy." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2106973.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Love, Hailey. "Dismantling Racism and Ableism Through Professional Development: A Critical Curriculum Analysis." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2114277.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Ableismus"

1

Campbell, Jordan. Throwing Out the Playbook: Insights from the 2021 ABLE Conversation. Creative Generation, March 2022. http://dx.doi.org/10.51163/creative-gen011.

Full text
Abstract:
On Saturday, November 20, 2021, the Berklee Institute for Arts Education and Special Needs (BIAESN) hosted the first ABLE Conversation: Anti-Ableism, Representation, and Accessibility in Arts Education symposium. The event included keynote remarks from Rebecca Cokley and Gaelynn Lea, as well as discussions with attendees. Insights are shared from the event, focused on solidarity work; preparation, access, and opportunity; and the joy of disability culture. It concluded with a strong call to action for the arts education community to be revolutionary and throw out the playbook.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Ableismus' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography