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Dissertations / Theses on the topic 'Ableismus'
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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.
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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.
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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.
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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.
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Campbell, Fiona Anne Kumari. "The Great Divide : Ableism And Technologies Of Disability Production." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15889/.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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Bogdanoski, Tony. "After Disability Rights: Securing a Disabled Future in Ableist Times." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29662.
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This thesis is about the ongoing struggle for disability equality after the entry into force of the UN Convention on the Rights of Persons with Disabilities (CRPD), the first legally binding treaty on disability rights. Specifically, it is concerned with disabled people’s right to live and remain in the world in the face of ableist medical and scientific practices, which challenge the notion that disabled lives are equal to nondisabled lives and undermine acceptance of disabled people as part of human diversity.
Even though the CRPD provides a comprehensive account of disability rights, it does not address bioethical matters and the problem of ableism in medical and scientific practice has been largely understudied in disability legal scholarship. This thesis contributes to filling this gap by critically examining the regulation of disability at the beginning and end of life from a disability legal studies perspective. It does this by applying the human rights model of disability, reflected in the CRPD, to examine representative laws largely from the US, Canada, and the UK, in relation to: disability-selective abortion, assisted reproduction, medically assisted dying, treatment refusals and requests, access to controlled substances for palliative care, and access to experimental treatment.
The thesis argues that the regulation of disability undermines the human rights model of disability when laws confer greater opportunities for the birth and continued survival of the nondisabled. In doing so, the thesis stages an intervention at the intersection of disability studies, bioethics, and human rights law. The thesis concludes that disability inequality persists as a continuing problem because the same disabling attitudes about disabled people, predating the CRPD, have remained largely undisturbed in the regulation of disability at the beginning and end of life.
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Beratan, Gregg D. "Institutional ableism and the politics of inclusive education : an ethnographic study of an inclusive high school." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020009/.
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This thesis explores some of the ways inequalities are maintained and legitimated within the context of reforms that are focused on them. In particular, it looks at the continued marginalization of disabled students in U.S. public Schools. Central to this is the development of the concept of institutional ableism, the idea that there are discriminatory structures and practices and uninterrogated beliefs embedded within society that subvert even the most well intentioned policies. This thesis is an attempt to examine this oppression on both the macro and micro-political levels. Chapter three looks at how institutional ablism works at a policy level. Using a detailed deconstruction of the Individuals with Disabilities Education Improvement act 2004 (IDEA), the first chapter examines the ways in which institutional ableism subverts the stated intentions of IDEA to maintain disabled peoples marginalised status within the education system. The chapter further deconstructs IDEA, focusing on its attempts to address the disproportionate representation of minority students in special education. The Final three chapters look at the micro-politics of school level reforms. Based on a year long ethnography in an inclusive school in the western United States. Chapter four focuses on the relationship between teachers and disabled students examining the mechanisms used to maintain inequalities when traditional ableism has been made inaccessible. Chapter five focuses on peer relationships. It was found that in filling a gatekeepers role nondisabled students utilise the governance of friendship to preserve and regulate the hierarchical relationship between disabled and nondisabled students. Chapter six using case studies of several students looks at the school's disabled students' experience of the school, their teachers and their peers. It is clear from these cases that even with the extensive efforts to dictate and control the positioning within the school, disabled students are still able to create spaces for resistance.
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Ullgren, Kristina. "Rätten till ett liv som andra : Föreställningar om funktionalitet, normalitet och sårbarhet i LSS (Lagen om stöd och service till vissa funktionshindrade)." Thesis, Södertörns högskola, Genusvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31902.
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This thesis analyzes the concept of ”funktionalitet” (the dis/ability divide), normality and vulnerability in the Swedish Law on Support and Service to Certain Disabled People (Lagen om stöd och service till vissa funktionshindrade – LSS). LSS is the main rights law for people with disabilities and was groundbreaking when it came, but has since its legislation not been developed any further. Recent debate has shown that the law is not implemented according to its intentions. Through the use of discourse analysis and the theoretical perspectives ableism, intersectionality and vulnerability this thesis investigates the understanding of ”funktionalitet” in the legislation and the official government inquiry (SOU 1991:46) that submitted a proposal for the law in 1991. The main conclusions of the analysis point toward a conception of ”funktionalitet” as both depending on the power structure of ableism and as a diversity in humanity. The position as a person with disability is portrayed as a special (or pathogenic) vulnerability in order to claim special rights. Moreover the thesis briefly discusses how the position as a person with disabilities is denied other identificatory categories such as a person with a gender identity, sexuality and/or being a parent. These are topics for further research.
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Robb, Jayci Lynn. "Attitudinal Ableism: A Three-Study Exploration into Attitudinal Barriers Encountered by People with Mental Illness, Substance Use, and Physical Disabilities." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/595795.
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The three studies presented in this dissertation generated new insight about the attitudinal ableism experienced by people with mental illness, substance use, and physical disabilities. First, the purpose of study one was to synthesize existing evidence about the implicit (unconscious) biases toward people with mental illness. Extensive academic database searches were performed and 19 articles were selected for review. Main findings from the review indicated that 63% of the participant samples showed an implicit bias against people with mental illness. Further, the implicit biases were positively correlated with explicit desires for social distance in two studies and were not improved by interventions or prior contact in six studies. Second, the purpose of study two was to investigate potential mediators in the pathway between perceived stigma and internalized stigma among people with substance use disorders. A total of 125 individuals completed the survey packet. Results indicated that overall social support (particularly affectionate social support) and maladaptive coping behaviors were significant mediators of the pathway. Personality characteristics, overall coping behaviors, adaptive coping behaviors, emotional/informational social support, and tangible social support were not significant mediators. Third, the purpose of study three was to validate and expand upon existing research on the microaggressions perceived by people with physical disabilities. The third study was also an initial exploration into the applicability of Glick and Fiske's (1996) theory of ambivalent sexism in conceptualizing ableist microaggressions. Specifically, Glick and Fiske's (1996) theory was used as a framework for conceptualizing ableist microaggressions as examples of ambivalent ableism, characterized by hostility and benevolence toward people with disabilities. Twelve individuals with visible, physical disabilities were interviewed about their microaggressive experiences and the personal impacts of being targets of ableism. Participants' experiences were coded and categorized as representing hostile ableism, benevolent ableism, or impact on the target. Hostile microaggressive experiences included othering, victimizing, and desexualizing; benevolent microaggressive experiences included helping and infantilizing; and impacts on the target included passing/covering and internalizing. Finally, implications related to research, education, and practice for each of the three studies were discussed in the concluding chapter of this dissertation.
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Fletcher, Brandon. "Tropes of Dis/Ableism as Flexible Stigma| Examining Brenda Connors' 2008 Report as an Instance of Dis/Ableist Polemical Rhetoric." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263195.
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Within political discourse, tropes of ability and disability are rhetorically applied in a way that stigmatizes particular individuals or groups by associating the targets of such rhetoric with preexisting normative perspectives framing able-bodiedness as valuable, and disability as undesirable. By analyzing Brenda Connors’ diagnosis of Putin as having Asperger’s syndrome, I argue the language used in her Pentagon funded report constitutes a form of dis/ableist polemical rhetoric. Incorporating Michel Foucault’s scholarship concerning biopolitics, governmentality, and madness, as well as relevant critical disability studies scholarship, I outline how an instance of polemical discourse can invoke disablist and ablest discourses for polemical rhetoric. Ultimately, I argue that dis/ableist polemical rhetoric outlines the role that categories of ability and disability play in international relations and domestic political discourse, which I suggest has important theoretical implications for political communication, critical disability studies, and Foucault scholarship.
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Ås, Daniella. "Handikappad – en diskriminerande benämning? : En kritisk diskursanalys om hur personer med funktionsnedsättningar språkligt konstrueras på internet." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30806.
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Detta är en språkvetenskaplig studie med avsikt att belysa aspekter av det språkbruk som kan tänkas ha inflytande på föreställningen om personer med funktionsnedsättningar. Genom kritisk diskursanalys med utgångspunkt i ableismen studeras hur olika ord för att benämna personer med funktionsnedsättningar förekommer och diskuteras på internet samt hur språklig diskriminering eventuellt kan urskiljas. Analysen är uppdelad i flera delar där det görs en undersökning av hur vanliga ord för att benämna personer med funktionsnedsättningar förekommer i tre webbaserade korpusar, en analys av språket i bloggtexter från 2014 där ordet handikappad påträffas samt en beskrivning av hur handikappad diskuteras på nätverket funktionshinder.se, en portal för personer med funktionsnedsättningar. När bloggtexterna analyserats framkommer det att vid de tillfällen som den kollektiva beteckningen handikappade förekommer konstrueras de som tillskrivs grupptillhörigheten som offer i olika sammanhang. När handikappad används som adjektiv är det i majoriteten av fallen för att beskriva en känsla/situation av tillfällig fysisk nedsatthet. Återkommande är också att personer använder begreppet som metafor för att vara utan något och då vanligtvis något tekniskt som en mobiltelefon eller internetuppkoppling. Återkommande attityder och argument på funktionshinder.se är att ord har en ursprunglig betydelse som en ska ta hänsyn till, att det går att ställa högre krav på auktoriteter än allmänheten vad gäller ordval, att de ordval en gör är konsekvensen av ålder eller kunskap/okunskap eller att det ges uttryck för en oförstående inställning till språkförändring och diskussionen om den.
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Blommé, Andreas. "Tilläggsbelopp beviljat? : En diskursanalys av beskrivningar om makt, mening och identitet. En studie avseende ansökningar om tilläggsbelopp för elever med omfattande behov av särskilt stöd." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-164856.
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The purpose of this paper has been to highlight how discourses on disability are portrayed in two different applications for additional funding for students with special educational needs (SEN) of hearing impairment, and two regarding neuropsychiatry. The paper studies a total of 328 applications for additional funding and chosen four of these for a further in depth analysis. The aim of the paper has been to highlight and pinpoint how the four different applications, describes different discourses and perspectives on disability from a perspective of ableism and audism. This ergo in turn creates different fields of transferred discourses from each individual application. The paper has also analyzed what discourses results in granted additional funding from the two municipalities. The paper has used an applied method of Sara Ahmed’s perspective on discourse analysis (2012) and Sara Ahmed’s Queer phenomenology (2006) as a theoretical framework. The purpose of this has been to distinguish use of governmentality and documentality, in order to highlight discourses on ableism and audism. The conclusions drawn from this paper are that the categorical perspective dominates applications regarding neuropsychiatry while the compensatory perspective dominates applications regarding hearing impairment. This in turn points to that the Swedish state should take control of assessing applications for SEN needs from the municipalities. This would possibly lead to increased equivalence and allocation of resources regarding decisions on additional funding for SEN needs. The results show that ableism, audism, governmentality and documentality are predominant discourses in the written applications for additional funding, which works to construct and whole fully connect the SEN need to being the identity of the student.
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Aronsson, Robin. "Making the Muggle : A Study of Processes of Othering in J.K. Rowling’s Harry Potter and how Teachers Can Use the Novels to Work with Issues of Ableism." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138716.
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The magical fictional setting of the Harry Potter novels is not one separated from our own. It features the same nations and the same history as the real world. Its society is parallel to ours due to similar traditions and hierarchies, such as heteronormativity, ageism, racism, and fascism. Some of these are clearly problematised in the novels, others are not. While issues of racism and blood status are clearly at the forefront of the story of Harry Potter, there are layers to the conflict which reveal that there is more to the discriminatory dilemma than the issue of blood purity. This essay aims to investigate how teachers can use J.K. Rowling’s Harry Potter series to lead a discussion about othering and discrimination, focusing on the issue of ableism in particular. The goal when studying processes of othering in Harry Potter is not necessarily for the reader to identify with the protagonists. Instead, textual silences will be interpreted to investigate whether the othering of people like the readers themselves, an othering the reader partakes in when empathising with the protagonists, can be compared to ableism in the real world, and how teachers can use Harry Potter as means to introduce the idea of able-bodiedness as a social construct. By applying crip theory to the text, it can be stated that the division between the protagonist and his non-magical Other is based on ableist ideologies, which result in a positioning of the non-magical as disabled in the magical society. This position is maintained by naturalising the link between impairment and character flaws.
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Ahrens, Kristin A. "CHARTERS AND CHOICE FOR STUDENTS WITH DISABILITIES IN THE SCHOOL DISTRICT OF PHILADELPHIA: A MULTI-LEVEL POLICY ANALYSIS." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/164699.
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Urban EducationEd.M.
A rapid expansion of charter schools is occurring across the United States in spite of the fact that significant issues have come to light in relation to charter schools educating students with disabilities. The School District of Philadelphia is currently relying on charters to educate more than a quarter of all public school students and the demographic make-up of these charters does not mirror the sending district schools in relation to students with disabilities. These students may not have access to the same educational opportunities as their non-disabled peers. Policy governing charters is foundational to the implementation of charter school reform and, therefore, a potential key factor driving disproportionate access. This project examines applicable state law, interpretation of federal and state law into local policy, and the relative strengths and weaknesses of these policies regarding students with severe disabilities accessing free and appropriate public education in Philadelphia charter schools. The theoretical framework I apply is critical ableism. The analytical framework I utilize is based on the Bardach's methodology. My findings from this analysis of charter policy are that there is theoretical support in policy for the socially desirable outcomes of equal access and non-discrimination, though none for a comprehensive definition of diversity. In practical, implementation-related policies significant problems arise. When applied to students with disabilities, there are inherent flaws in the market-based model that is supposed to drive innovation and competition. Policies do not aggressively promote charters vying for the opportunity to educated disabled students. Charter schools are disincentivized to educate students with severe disabilities by fiscal and accountability measures in current policy. Effective remedies to these problematic areas will require fundamental changes in approach to educating disabled students, not simply privatizing current special education practice.
Temple University--Theses
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Oates, Shana Daracelle. "A Spectrum of Support: A Case Study Examining Autistic Students' Experiences in Higher Education." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626448253707249.
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Kelly, Molly Dames. "A Case Study of an Inclusive Elementary and Special Education Teacher Preparation Program." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1543353817073722.
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Bylund, Christine (Kristin). "Kuvande rum : Materialitet och funktionsfullkomlighet i berättelser från kvinnor uppväxta på institutioner för barn med normbrytande funktionalitet under 1930 till 1970-talet." Thesis, Stockholms universitet, Genusvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131055.
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Ranging from the late 1880s to the late 1970s children with dis/abilities were orderlyinstitutionalized in Sweden due to lack of accessibility and aids in the surrounding society. The aim of this thesis is to discuss how ableist discourse of dis/ability and gender interacted with materiality, such as buildings, clothes and objects, in the institutions and how it affected the everyday lives of women who grew up there, a concept previously unexplored in a Swedish context. Using a qualitative method interviews were carried out with women who grew up in various institutions in Sweden from the 1930s to 1970s. The interviews were analysed using a crip theoretical understanding of dis/ability and ableism paired with Barad’s post humanist understanding of matter as both product of and producer of discourse. The analysis show that matter was created, used and understood in a constant intra-action with ableist discourse, confining, controlling and subduing the women. Matter and the use of it functioned as a tool for upholding ableism, creating a colonial structure of medical access to the children’s bodies. Hence, the use of matter can be understood as acts of ableist rhetoric created to signalize and uphold ableist standards. Such ableist rhetoric can be said to carry on into the contemporary Swedish understanding of dis/ability, making evident the on-going objectification and medicalization of people with dis/ability today and its intersection with discourses of gender and sexuality.
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Vogelpoel, Nicholas. "Communicating personal amnesty : a dismodernist approach to arts intersections between disability, personal stories and well-being." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/59491/1/Nicholas_Vogelpoel_Thesis.pdf.
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This thesis investigates the role of narrative devices in the process of improving an individual’s psychological and physiological experience of health and well-being using two methods of inquiry: a theoretical research project and a comparative analysis of two case studies. Through these two approaches the research examines how the health status of people experiencing disability can be re-positioned and re-designed to develop creative, narrative-based approaches to strengthen communication between the mainstream community and those marginalised by pathological, social and biological illness-centric policy. The theoretical section of the thesis examines two different, but complementary bodies of research: health and well-being, and narrative reconstruction. By invoking Antonovksy’s (1985a) theory of salutogenesis and Davis’s (2002) theory of dismodernism, the study examines the role of language and narrative in the defining of health in social, pathological and ableist spheres. The research positions health and well-being as disparate from historical and contemporary readings of illness and disability and presents literature to support the potential to improve health well-being through a creative re-narration of the experience of disability. The research examines the theoretical concepts of resilience, autonomy and social inclusion through a detailed examination of narratology and the amnesty narrative. The study links these theoretical approaches to a practical Arts-Health intersection program developed for the research project called Communicating Personal Amnesty. Through a comparative analysis of a Pilot Study and Major Case study, the research presents findings derived from theory-building participatory action research showing the efficacy of the program. The research provides a detailed analysis of key narrative structures through a variety of experimental methodological approaches to encourage an important dialogue between the creative components of the thesis and the more traditional health-based academic critique. The research is an example of emergent translational health methodologies, in disability studies.
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Bylund, Christine. "Mellan hjälte och vårdpaket : En etnologisk studie av möjliga funktionshinderpositioner utifrån ett crip-teoretiskt perspektiv." Thesis, Stockholms universitet, Etnologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-71771.
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This thesis aims to investigate possible positions of identification for people with dis/abilities. With a theoretical basis in crip-theory it discusses the notions of power and deviance and its’ importance for the formation and reproduction of ideas around the concepts of dis/ability, ableism, deviancy and normality.
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Hansen, Ida Hillerup. "A sexually violent predator - a rupture in U.S criminal punishment; a content analysis of the media response." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21662.
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This thesis investigated a rupture in the U. S. legal tradition of punishing sexual crime, initiatedby The Community Protection Act of 1990 and the Sexually Violent Predator Statute, that defined the criminal subject as a sexually violent predator. Thus, with this definition was initiated a new legislative innovation. Effectuated as the following Sexually Violent Predator laws, it allowed for the civil commitment of sex offenders post completed sentence. A commitment scheme that has been subject to a vast criticism qua its severe deprivation of basic human rights and dismissal of Constitutional provisions. The investigation was composed as a content analysis of the framing of the journalistic production responding to these laws. A selection of 35 news articles was appropriated as source material. The method of content analysis was accompanied by a theoretical framework, scrutinising normative orders and claims of disability and able-ism. The analysis of the source material resulted in the identification of eight repetitive thematics. Their framing was presented and analysed in order to critically discuss the composition and execution of the Sexually Violent Predator laws.
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Farias, Adenize Queiroz de. "Trajetórias educacionais de mulheres: uma leitura interseccional da deficiência." Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9920.
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In spite of significant advances and increasing possibilities of social participation experienced by both women and persons with disabilities, the naturalization of their bodies remains as the main factor related to the permanence of practices of silencing and discrimination. In this doctoral research, the starting point is the observation that feminist movements, as well as the vast literature on gender issues, are fragile when it comes to the intersection with disability; in turn, most studies on disability neglect the female condition. Considering that gender and disability intersect as factors of oppression and discrimination that heighten female vulnerability and inequalities, the argument presented in this dissertation is that, in the case of women with disabilities, the process of precariousness of life occurs through the intersection of ableist and sexist structures. By establishing strong barriers to access to school, higher education, and to the full exercise of their sexuality, such structures place them in unequal positions in relation to men with disabilities and women without disabilities. Therefore, the purpose of this research, located in the area of Cultural Studies of Education, was to analyze the effects of ableist and sexist structures in the experience of inequality and multiple vulnerabilities of women with disabilities. Based on literature review and an empirical approach to the trajectories of women with disabilities, it discusses the precariousness of the life they experience from the perspective of ableism and gender inequalities. It uses the notion of trajectory proposed by Pierre Bourdieu, which emphasizes the individual action of certain subjects (habitus), in close relation with wider social contexts (fields). The narratives of the educational trajectories of Maria Aparecida Ramos de Menezes, Joana Belarmino de Souza, and Nayara de Almeida Adriano, professors with disabilities at Federal University of Paraíba, collected through interviews conducted in the first semester of 2016, seek to answer the research question: "How ableist and sexist inequalities appear in the educational trajectories of women with disabilities within family, school, and higher education?" Based on their narratives, which evoke my own trajectory as a woman with a visual disability, the analysis points at the common experiences of inequality lived by women with disabilities, which exclude them from participation in the public sphere and deny their right to autonomous choice and decision-making, within a sexist and ableist culture. However, the trajectories of these three women reveal that education makes it possible to breakdown such barriers and contribute to the educational and social development of other women with disabilities. By presenting the relevant contributions of feminist perspectives regarding a new understanding of disability, this dissertation aims at strengthening the debate about the transformation of able-normative mentalities, a still incipient debate in both movements of women and people with disabilities, in order to open new possibilities of empowerment and social participation.
Apesar dos significativos avanços e das crescentes possibilidades de participação social vivenciadas por mulheres e pessoas com deficiência, observa-se que a naturalização de seus corpos é fator principal da manutenção de práticas de silenciamento e discriminação. Nesta pesquisa doutoral, constata-se inicialmente que os movimentos feministas, assim como a vasta literatura em torno de questões de gênero, são frágeis quando se trata da intersecção com a deficiência; por sua vez, a maioria dos estudos sobre deficiência negligencia a condição feminina. Ao considerar que gênero e deficiência se entrecortam como fatores de opressão e discriminação que potencializam a vulnerabilidade e a desigualdade feminina, o argumento desta tese é que, no caso da mulher com deficiência, o processo de precariedade da vida se dá pela intersecção de estruturas capacitistas e sexistas. Estas estruturas, ao estabelecerem sólidas barreiras ao acesso à escola, à universidade e ao pleno exercício de sua sexualidade, as colocam em posições desiguais em relação aos homens com deficiência e às mulheres sem deficiência. Assim, o objetivo geral da investigação, situada na área dos Estudos Culturais da Educação, foi analisar os efeitos das estruturas capacitistas e de gênero na experiência de desigualdade e múltiplas vulnerabilidades de mulheres com deficiência. Com base em revisão de literatura e abordagem empírica de trajetórias de mulheres com deficiência, discute-se a precariedade da vida dessas mulheres, sob as perspectivas do capacitismo e das desigualdades de gênero. Utiliza-se a noção de trajetória proposta por Pierre Bourdieu, a qual destaca a ação individual de determinados sujeitos (habitus), em estreita relação com contextos sociais mais amplos (campos). Os relatos das trajetórias educacionais de Maria Aparecida Ramos de Menezes, Joana Belarmino de Souza e Nayara de Almeida Adriano, professoras com deficiência em atuação na Universidade Federal da Paraíba, colhidos através de entrevistas realizadas no primeiro semestre de 2016, buscam responder à pergunta de pesquisa: De que forma as desigualdades capacitistas e de gênero se evidenciam nas trajetórias familiares, escolares e acadêmicas de mulheres com deficiência? Com base em suas narrativas, que evocam a minha própria trajetória como mulher com deficiência visual, a análise aponta experiências de desigualdade vivenciadas pelo coletivo de mulheres com deficiência que, resultantes de uma cultura sexista e capacitista, as excluem da participação na esfera pública e lhes negam o direito de realizar escolhas e tomar decisões por conta própria. Todavia, as trajetórias dessas três mulheres revelam que, através da educação, é possível romper com as barreiras supracitadas e contribuir para o desenvolvimento educacional e social de outras mulheres com deficiência. Ao apresentar as relevantes contribuições das perspectivas feministas no tocante a uma nova compreensão acerca da deficiência, espero fortalecer o debate, ainda incipiente em ambos os movimentos, de mulheres e pessoas com deficiência, acerca da ruptura de mentalidades corpo-normativas, para suscitar novas possibilidades de empoderamento e participação social.
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Derby, John K. "Art Education and Disability Studies Perspectives on Mental Illness Discourses." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250311625.
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Arespång, Sofia. "Så länge jag är frisk vill jag jobba! : Fyra berättelser om att vara motiverad yrkesverksam aktiv pensionär." Thesis, Malmö högskola, Individ och samhälle (IS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42647.
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Många seniorer väljer att arbeta efter pensioneringen. Denna rapport handlar om fyra berättelser av personer som har fortsatt att arbeta efter att ha passerat pensionsålder. Ur ett karriärutvecklingsperspektiv undersöker jag vilka faktorer i seniorernas berättelser som har lett till att fortsätta att arbeta efter 65, vad som motiverar till att vidareutvecklas och hur tillvaron ser ut runt dessa personer ut ett helhetsperspektiv. Syftet med denna undersökning är att få en skildring om seniorernas upplevelser av att vara yrkesverksamma efter pensioneringen. Dessa berättelser är av intresse för vägledningsprofessionen då det saknas studier och forskning i en svensk kontext om seniorer som arbetar efter 65 år. Uppsatsen utgår från en kvalitativ narrativ metod. Fyra halvstrukturerade intervjuer genomfördes med fyra yrkesverksamma pensionärer. Med intervjun som underlag, författades fyra berättelser. Empirin analyserades med utvalda begrepp från två teorier: System Theory Framework (STF) och Life-span Life-space. Resultatet visar att informanterna erbjöds möjlighet att fortsätta att arbeta för de har kompetenser som efterfrågas. Samtliga informanter upplevde att de hade mer att ge, och valde att fortsätta med sina respektive karriärer. Resultatet visar också att dessa personer har levt gynnsamma, aktiva, sociala liv och har utbildning. Informanternas karriärer förstås som summan av olika val som har gjorts över tid. Dessa val gör att de lever de liv de har idag. De vill fortsätta arbeta det så länge de är friska och orkar. Att vidareutvecklas och lära sig nya saker är också en stark motivationsfaktor.
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Bickerton, Ashley Jennifer. "‘Good Soldiers’, ‘Bad Apples’ and the ‘Boys’ Club’: Media Representations of Military Sex Scandals and Militarized Masculinities." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32435.
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This thesis examines news representations of Canadian, American and Australian military personnel involved in military 'sex scandals'. I explore what the representations of military personnel involved in well-publicized sex scandals reveal about scripts of soldiering and militarized masculinities. Despite a history of systemic violence in the military, I ask how and why the systemic nature of militarized masculinities are able to remain invisible, driving representations to focus on the ‘bad’ behaviour of individuals? By engaging with feminist scholarship in International Relations, I present the longstanding culture of misogyny, racism, homophobia and ableism in the Canadian, American and Australian militaries, focusing on the ways in which militarized masculinities are guided by these violent structures, and fundamental to the military's creation of soldiers. My dissertation uses the tools of critical discourse analysis to unpack the ways blame is individualised in cases of sexual and racist violence involving military personnel, while the military’s ableism, rape culture and imperial militarized masculinities are commonly naturalized or celebrated without regard for how they are fundamentally violent. My thesis presents an intersectional feminist project that intervenes in emerging questions in the field of transnational disability studies, tracing how militarism, hegemonic militarized masculinities and imperial soldiering (re)produce categories of ability and disability.
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Scriven, Elizabeth H. "DISCOVERING THEMES: DISABILITY IDENTITYDEVELOPMENT AS IT PERTAINS TO PEOPLEBORN WITH SPINA BIFIDA." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1559730463371335.
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Hermans-Webster, Corrie Chesser. "Ableism in United Methodist hymnody." Thesis, 2018. https://hdl.handle.net/2144/30025.
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The United Methodist Hymnal includes many hymns which make use of ableist language. This paper sets forth an understanding of disability and ability so that the ableist language in United Methodist hymnody may be identified and, when needed, addressed through suggested revision or omission. Putting prominent themes of disability theology and hymnology into conversation with one another, this paper addresses the theological anthropology present in particular hymns with a particular focus on the difference between healing and curing, the metaphors of disability as sin, and images of disability in biblical texts.
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Salmon, Nancy. ""We just stick together": Centering the friendships of disabled youth." 2009. http://hdl.handle.net/10222/12323.
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Friendship matters. Practical support, caring, moral guidance, enjoyment, improved health and greater life expectancy are but a few of its benefits. Despite living in a stigmatizing social environment where isolation is common among disabled youth, some disabled teens establish strong friendships. A nuanced understanding of these meaningful friendships from the perspective of disabled teens was constructed through this qualitative study. Teens aged 15 to 20 who self-identified as experiencing stigma due to disability were recruited from urban, suburban and rural areas of Nova Scotia, Canada. Each teen was involved in a friendship of at least six months duration and had a close friend (with or without a disability) who was also willing to participate. Seven boys and seven girls, all but one of whom were disabled teens, took part in the study. These seven sets of friends engaged in research interviews and participant observation sessions. Nine adults who witnessed the friendships develop over time were also interviewed. Preliminary coding was completed using Atlas.ti. This was followed by a deeper, critical approach to analysis which generated three inter-connected themes. The first theme outlines how stigma disrupts the friendships of disabled youth though a range of processes (labeling, stereotyping, status loss, separation) that arise from and contribute to ableism discrimination against disabled people. The second theme, finding a balance between adult support and surveillance, emphasizes the crucial role adults play in facilitating the friendships of disabled youth. The final theme, disrupting oppression to create enduring friendship, highlights the strategies used by these disabled teens to make and keep friends in a stigmatizing society. Strategies most often used that appeared to be effective for participants were disrupting norms about friendship, coming out as disabled, connecting through stigma, and choosing self-exclusion. Two strategies horizontal hostility and passing as nondisabled were potentially harmful to disabled youth and in some ways limited friendship opportunities. Ideas to counter the harmful effects of ableism while creating lasting friendships are addressed to disabled teens, to their families, to allies in the education system, and to the broader community.
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"Troubling Disability: Experiences of Disability In, Through, and Around Music." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53550.
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abstract: The purpose of this study was to trouble existing conceptions of disability that ground music education literature and practice. I sought plausible insights into how disability is experienced in, through, and/or around music by participants who are disabled persons/persons with disabilities (DP/PwD). Insights gained might allow readers to complexify and trouble taken-for-granted assumptions about disability. Questions included: (a) How do participants experience disability in, through, and around music? (b) What plausible insights related to disability can be gained by attending to participants’ experiences of disability in, through, and around music? (c) What plausible insights related to inclusion can be gained by attending to participants’ experiences of disability in, through, and around music? The inquiry approach was grounded in Buberian relational ontology, phenomenology, interactional theories of disability, and narrative.
Seven DP/PwD participated in this study: (a) Erica, a 14-year-old diagnosed with a developmental disability of unknown etiology; (b) Duke, a drummer diagnosed with Williams syndrome; (c) Birdie, an abstract visual artist with epilepsy who used music to inform her art; (d) Daren, a b-boy/breakdancer diagnosed with Tourette syndrome, (e) Sienna, a legally blind social work college student who played banjo in a music therapy-based bluegrass band and participated in musical theatre; (f) Ice Queen, an undergraduate flute player recently diagnosed with Attention deficit/hyperactivity disorder (ADHD); and (g) Culann, an adult counselor and music listener with ADHD and mood disorders. Data generation included conversational interviews, observations, artmaking, and serendipitous data.
Data co-generated with participants were crafted into narratives of their lifeworlds, including description of their experiences with disability in, through, and around music and in other aspects of their lives. An envisioned conversation among all participants demonstrates the shifts and complexities in the meanings of disability and unpacks different ways participants describe and understand disability and the myriad roles that music plays in their lifeworlds. The final chapter of the study offers discussions and suggestions regarding thinking about and approaching disability (i.e., interactional theories, intersectionality, and identity), inclusion (i.e., belonging, suggestions by participants, and anti-ableist pedagogy), and research/writing.Dissertation/Thesis
Doctoral Dissertation Music Education 2019
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Minaki, Christina Georgia. "Great Responsibility : Rethinking Disability Portrayal in Popular Fiction & Calling for a Multi-cultural Change." Thesis, 2011. http://hdl.handle.net/1807/30113.
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This thesis is an occasion to examine how normalcy – as a phenomenon constructed in society and so not natural but human-made – is reproduced as a hegemonic ideal through oppressive portrayals of disability in literature. Many of the fictional texts I analyze reproduce the privileging of normalcy. I therefore work to disturb normalcyʼs hold through critical analysis of a wide variety of currently popular fiction for youth and adults. Combining interpretive inquiry and personal narrative, I bring forward new understandings of normalcy, disability and culture. Along with showing how normalcyʼs supremacy is upheld within the book industry, and critiquing texts that do disability as usual (through both survey and close analysis approaches), I discuss at length several literary works that write disability in anti-oppressive, anti-ableist ways. To close this thesis, I discuss my own transformation as an author and scholar through disability studies.
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MacDonald, Sarah Ellen. "Where are persons with disabilities? A reflexive thematic analysis of Federal Government climate change documents." Thesis, 2021. http://hdl.handle.net/1828/13394.
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While persons with disabilities are not a homogenous group, most are likely to be
disproportionately impacted by climate change and the “natural” disasters that result from
these changes. As a social worker living with chronic health conditions and a particular
interest in disability and public policy, I was curious about how Canada’s Federal
Government climate change policies and initiatives address persons with disabilities and
their diverse needs. My research explored how matters of health and disability have been
taken up in recent Canadian Federal Government climate change policies and strategies
through an analysis of six significant climate change documents. Framed by a feminist,
poststructural-inspired critical disability lens, the documents were examined through an
inductive approach to reflexive thematic analysis, with the aim of contributing to critical
conversations around the intersections of disability justice, climate justice, and related
social justice matters. Through reflexive thematic analysis, I identified three key themes: persons with disabilities are widely absent from Canadian Federal Government climate change documents, both as collaborators as well as groups considered in climate change planning; adaptation to climate change and climate resilience are central in government climate mitigation strategies; and healthy and normative body-minds are presumed by the
documents, which broadly assume all people have the same capacities to adapt. Subthemes
included both a prioritization of the economy, and a foregrounding of a productive,
compulsory, able-bodied and able-minded citizen around which climate change strategies
are designed. I conclude with some suggestions for how Canada’s climate change policies
may become more inclusive for persons with disabilities.Graduate
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Chapman, Christopher Stephen. "Particularly Responsible: Everyday Ethical Navigation, Concrete Relationships, and Systemic Oppression." Thesis, 2012. http://hdl.handle.net/1807/32679.
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In this dissertation, I articulate what I call a personal-is-political ethics, suggesting that the realm of human affairs long called ethics is inseparable from that which is today normatively called psychology. Further, I suggest that these names for this shared realm are situated in different discursive traditions which, therefore, provide different parameters for possible action and understanding. In my exploration of what it is to be human, I strategically centre ethical transgressions, particularly those that are mappable onto systemic forms of oppression. I explore personal-is-political enactments of sexism, ableism, racism, colonization, classism, ageism, and geopolitics, including situations in which several of these intersect with one another and those in which therapeutic, pedagogical, or parenting hierarchies also intersect with them. Without suggesting this is ‘the whole story,’ I closely read people’s narrations of ethical transgressions that they – that we – commit. I claim that such narrations shape our possibilities for harming others, for taking responsibility, and for intervening in others’ lives in an attempt to have them take responsibility (e.g., therapy with abuse perpetrators and critical pedagogy).
I work to demonstrate the ethical and political importance of: the impossibility of exhaustive knowledge, the illimitable and contingent power relations that are ever-present and give shape to what we can know, and the ways our possibilities in life are constituted through particular contact with others. I explore ethical transgressions I have committed, interrogating these events in conversation with explorations of resonant situations in published texts, as well as with research conversations with friends about their ethical transgressions and how they make sense of them. I tentatively advocate for, and attempt to demonstrate, ways of governing ourselves when we are positioned ‘on top’ of social hierarchies – in order to align our responses and relationships more closely with radical political commitments.