an article by Ann-Charlott Timander, Anne Grinyer (Faculty of Health and Medicine, Lancaster University, UK) and Anders Möller (Ersta Sköndal College University, Gothenburg, Sweden) published in Disability & Society Volume 30 Issue 3 (2015)
Abstract
This article explores the possibility of using a theoretical framework drawn from disability studies in the field of mental health, and the study of identity (re)construction in the recovery process.
In this PhD project, 33 narratives were analysed using framework analysis. The analysis showed that disablism was present and powerful in the participants’ lives, and also showed how disablism shaped how the participants thought and felt about themselves.
As Carol Thomas argues, when analysing disablism one should also focus on who we are and are prevented from being, as disabled people. The conclusion is that processes of oppression were central when it comes to understanding the (re)construction of identities.
A disability studies perspective is thus relevant in the field of mental distress, and can be used to enhance the understanding of the process of identity (re)construction.
Showing posts with label disability_studies. Show all posts
Showing posts with label disability_studies. Show all posts
Wednesday, 1 July 2015
Wednesday, 17 July 2013
Service user research in social work and disability studies in the United Kingdom
Kathy Boxall (University of Sheffield, UK) and Peter Beresford (Brunel University, Uxbridge, UK) published in Disability & Society Volume 28 Issue 5 (July 2013)
Abstract
In recent years, there has been growing interest in the involvement of service users in research as well as in research studies that are led by service users.
Although this interest in service users’ roles in research has been evident in both social work and disability studies, the two research disciplines have remained remarkably separate in the United Kingdom.
This paper examines the epistemological underpinnings of social work research and disability studies research and explores the tensions, possibilities and power dynamics of collaboration between the two research disciplines in the United Kingdom.
It concludes by outlining possibilities for social model approaches to social work research.
Abstract
In recent years, there has been growing interest in the involvement of service users in research as well as in research studies that are led by service users.
Although this interest in service users’ roles in research has been evident in both social work and disability studies, the two research disciplines have remained remarkably separate in the United Kingdom.
This paper examines the epistemological underpinnings of social work research and disability studies research and explores the tensions, possibilities and power dynamics of collaboration between the two research disciplines in the United Kingdom.
It concludes by outlining possibilities for social model approaches to social work research.
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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