an article by Deborah Foster and Victoria Wass (Cardiff University, UK) published in Sociology Volume 47 Number 4 (August 2013)
Abstract
The adverse employment effects that attach to disability are empirically well established.
They are large and persistent.
This is a conceptual article that investigates the source of this deep and enduring employment disadvantage.
Debate begins by examining the origins of ideas that have shaped approaches to work study and have influenced concepts of what constitutes an ideal worker. Drawing on feminist critiques of organisational analysis that have highlighted the gendered character of processes, practices and values, it explores the relatively neglected position of disabled employees.
With reference to transcripts from four Employment Appeal Tribunals brought under the Disability Discrimination Act, it illustrates how standard jobs, designed around ideal (non-disabled) employees, create a mismatch between a formal job description and someone with an impairment.
We suggest this mismatch is central to the organisation’s resistance to implementing adjustments and also to any radical approaches to include impaired employees in the workplace.
Showing posts with label ableism. Show all posts
Showing posts with label ableism. Show all posts
Wednesday, 21 August 2013
Tuesday, 8 November 2011
Time to end the bias towards inclusive education?
by Katherine Runswick-Cole (Manchester Metropolitan University) published in British Journal of Special Education Volume 38 Issue 3 (September 2011)
Abstract
The UK coalition Government's call to end the ‘bias’ towards inclusion represents a shift in ‘policy speak’ as the new administration attempts to re-narrate special education by putting forward a ‘reasonable and sensible’ solution to the ‘problem of inclusion’.
However, implicit in the call is the assumption that there has, in fact, been a ‘bias towards inclusion’ in education policy and practice; here, that assumption is challenged. Using a critical disability studies perspective, Katherine Runswick-Cole, who is a research fellow in Disability Studies and Psychology in the Research Institute of Health and Social Change at Manchester Metropolitan University, draws on the concept of ableism and critiques of neo-liberal market systems in education to reveal and explore the persistent barriers to inclusive education embedded within the education system. It is argued that although there may have been an inclusive education policy rhetoric, this rhetoric is rooted in conceptual incongruities which, rather than promoting inclusion, undermine an inclusive approach to education.
Full article (HTML) here
Abstract
The UK coalition Government's call to end the ‘bias’ towards inclusion represents a shift in ‘policy speak’ as the new administration attempts to re-narrate special education by putting forward a ‘reasonable and sensible’ solution to the ‘problem of inclusion’.
However, implicit in the call is the assumption that there has, in fact, been a ‘bias towards inclusion’ in education policy and practice; here, that assumption is challenged. Using a critical disability studies perspective, Katherine Runswick-Cole, who is a research fellow in Disability Studies and Psychology in the Research Institute of Health and Social Change at Manchester Metropolitan University, draws on the concept of ableism and critiques of neo-liberal market systems in education to reveal and explore the persistent barriers to inclusive education embedded within the education system. It is argued that although there may have been an inclusive education policy rhetoric, this rhetoric is rooted in conceptual incongruities which, rather than promoting inclusion, undermine an inclusive approach to education.
Full article (HTML) here
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