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Abstract
This paper re-theorises disability by asking the following question: within what historical, social, economic and political conditions does disability as an analytic of difference get constructed in a dialectical relationship with gender, class, caste and race? To respond to this question, I will first offer a materialist reading of the category of disability. I will then situate this discussion in an ethnographic study of a voluntary organisation in South India which provides residential as well as rehabilitational services for disabled children. Finally, I will discuss the politics of gendered 'caring work' and its implications for the continued production of marginalised difference. In doing this, I will thus demonstrate how disability can be re-understood as an ideological condition which is also structured by the same exploitative material conditions of capitalism as are race, caste, class and gender.
... Unfortunately, disability and media studies can be accused of marginalizing the subject of intellectual disabilities (Goodley & Van Hove, 2005;Nind, 2011), which prompted some disability scholars (Erevelles, 1996;Goodley & Van Hove, 2005;Nunkoosing, 2000) to call for the inclusion of intellectual disabilities, arguing that both disability and intellectual disabilities can be approached as social constructions. If we aim to scrutinize the discriminated position of people with intellectual impairments, it is imperative to discard the dominant belief that intellectual disabilities are merely "biological" and "prefixed" and, instead, regard them as discursive-material constructions of ableist societies. ...
... Consequently, the way in which society discursively and materially constructs these socio-cultural positions for people with disabilities has remained largely unquestioned. Nevertheless, disability scholars such as Erevelles (1996), Goodley (2017) and Nunkoosing (2000) argued that intellectual impairments cannot simply be perceived as predetermined, biological embodiments of certain people; they should also be regarded as socio-cultural constructions. They further argued that it is fundamental to take into account what knowledge, meanings and practices are socio-culturally attributed to these impairment labels and where, when, how and by whom these sets of knowledge, meanings and practices are constructed. ...
... These roles and positions were mostly assigned by professionals and academics who claimed that their (mainly medical) knowledge and power were objective and value-free. Many people with disabilities internalized these roles and positions accordingly (Erevelles, 1996;Goble, 2014;Goodley, 2014;Nunkoosing, 2000). Consequently, the experiential knowledge of people with intellectual disabilities regarding their roles, positions and everyday lives remains either ignored or severely devalued both in society and academia (Erevelles, 1996;Goble, 2014;Goodley, 2014;Nunkoosing, 2000). ...
This paper introduces a framework of five consecutive but potentially intersecting tropes of representation of intellectual disabilities. The framework was developed in a post-qualitative manner by a researcher collective of people labeled with and without intellectual disabilities. As many existing disability media analyses have been reproached for being un-nuanced, elitist and reductionist, our approach and framework offer a more layered, ambivalent and complex interpretation of media representations of intellectual disabilities. More specifically, we unpack representations that (1) patronize people with disabilities, (2) consolidate, (3) deconstruct and (4) reconstruct the hegemonic order on dis/ability and (5) impose an ableist normalcy. Although the framework was developed by means of a collective textual analysis of a specific case, i.e. Tytgat Chocolat, a Flemish television series on people with intellectual disabilities, we argue that it also serves as a valuable starting point for further analysis of media texts on (intellectual) disabilities.
... As individualism, progress, and industrialization became priorities during the Age of Enlightenment, elites and professionals emphasized the importance of marking people as "good" or "bad" citizens (Baynton, 2001;Carey, 2009;Samuels, 2014). Persons perceived to lack competence or self-sufficiency were increasingly "othered" (Erevelles, 1996), as the notion of "deviant" emerged as a counterpoint to "normal" in the mid-1800s (Davis, 2013). Cultural productions such as freak shows inculcated this belief system within the American public (Garland- Thomson, 1997;Samuels, 2011). ...
... In a similar radical critique of normativity, Crip Theory criticizes ableism by questioning whether "perfect" bodies are really preferable and whether any bodies are "normal" (Löfgren-Mårtenson, 2013;McRuer, 2006). Erevelles (1996) argues disability ideology is used to uphold mandatory heterosexuality and "family values" in order to naturalize the systems of domination that facilitate capitalism. ...
... Individualized perspectives of disability also limit the efficacy of policy aimed at improving lives (Grossman, 2018;Howards et al., 1980). And yet disability scholars, some with disabilities themselves, criticize the social model for ignoring some people's tangible pain or material limitations and for overemphasizing the extent to which disability is a social construct (Erevelles, 1996;Shakespeare, 2006;Sommo & Chaskes, 2013). Shakespeare (2006, p. 56) explains: "while I acknowledge the importance of environments and contexts, including discrimination and prejudice, I do not simply define disability as the external disabling barriers or oppression … The problems associated with disability cannot be entirely eliminated by any imaginable form of social arrangements. ...
Complete and accurate understandings of stratification depend on more regular consideration of disability. To build sociologists' recognition of disability as a socially constructed axis of stratification, we first demonstrate the construction of the disability category through classic legitimating processes: moral attributions, biological attributions, separation, and dichotomization. Expanding understandings of basic processes of stratification, we then document the centrality of disability in the social construction of class, race, gender, sexual orientation, and age. Finally, we show various ways disability functions as an axis of stratification in intersection with other key axes of stratification.
... Yet, recent work from India documents fissures in care relations for disabled people in familial settings, with non-governmental institutions, like in the case of Shishur Sevay, "mediating the slippery terrain between state regulatory mechanisms and market forces" (Addlakha, 2020, p. S53). Nevertheless, one cannot ignore the complexities of gender, caste, and class when examining the contexts within which these women came to become maashis at Shishur Sevay (Erevelles, 1996). Many of the maashis viewed their work at Shishur Sevay as a better alternative to the loneliness and anxieties they would experience as a domestic worker or the exploitative conditions of wage labour in factories. ...
... Many of the maashis viewed their work at Shishur Sevay as a better alternative to the loneliness and anxieties they would experience as a domestic worker or the exploitative conditions of wage labour in factories. Care work is tied to gender and caste (Erevelles 1996). Even the term aador, particular in the context of children, is both diminished and exalted as the "ultimate pleasure from mothering" (Basu, 2001, p, 186). ...
... In addition to being a marker of individual difference, learning disabilities are a social location and an axis of inequality (Shifrer & Frederick, 2019), such that youth with learning disabilities may also experience marginalization in math because of disability-related inequities (Jimenez & Graf, 2008). Whereas the learning struggles of youth perceived to have no neurodevelopmental disability may be interpreted as within the control of students and teachers, the learning struggles of youth perceived to have a learning disability may be attributed to immutable neurological difference(s) (Erevelles, 1996). Previous studies have found that teachers hold lower expectations for youth with a disability classification, even when compared to youth with similar behaviors and achievement levels (Allday et al., 2011;Ohan et al., 2011;Shifrer, 2013). ...
This study integrates an intersectional framework with data on 15,000 U.S. ninth graders from the High School Longitudinal Study of 2009 to investigate differences in ninth-grade math course placement at the intersection of adolescents’ learning disability status, race, and socioeconomic status (SES). Descriptive results support an increased liability perspective, with the negative relationship between a learning disability and math course placement larger for adolescents more privileged in terms of their race and/or SES. Adjusted results suggest that the lower math course placements of youth with learning disabilities are due to cumulative disadvantage rather than disability-related inequities in the transition to high school for youth of diverse racial and socioeconomic backgrounds. In addition to demonstrating the importance of intersectional perspectives, this study provides a roadmap for future studies by introducing the new perspective of increased liability to be used in conjunction with the widely employed perspective of multiple marginalization.
... The disability studies literature offers additional context and contribution, as Bishop and Boden (2008) identify. CDS recognizes disability as a complex social construct that "disables" individuals with particular physical and mental attributes by excluding them from meaningful participation in society (Erevelles, 1996). This exclusion is discursive, in that it arises from hegemonic notions of normality, particularly that of the able-bodied heterosexual white male. ...
In 1856, the State of Ohio began an enumeration of its population to count and identify people with disabilities. This paper examines the ethical role of the accounting profession in this project, which supported the transatlantic eugenics movement and its genocidal attempts to eliminate disabled persons from the population. We use a theoretical approach based on Levinas who argued that the self is generated through engagement with the Other, and that this engagement presupposes a responsibility to and for the Other. We show that successive waves of legislation relied on State and County auditors along with Township clerks and assessors to conduct the mechanics of the enumeration of the population, which focused on the identification, categorization, and counting of the disabled people of the State. We argue that the accounting-based technologies of enumeration and reporting objectify the enumerated persons and deny the auditor’s pre-existing ethical obligation to this new Other. We show how the financial expertise and structures of the State were engaged in the execution of this mandate, which remained in place for over a century and supported a program of institutionalization. We consider the ramifications of this for our understanding of the ethical role of public sector accounting in the United States over this period, which has been under-explored.
... Disability under the Critical disability studies disability studies, or CDS, is an emerging field that examines how disability is a historical, cultural, social and political phenomenon (Hall, 2019). Critical disability studies takes into consideration how societies, social structures and institutions 'dis-able' people systemically (Erevelles, 1996;Hall, 2019). The CDS perspective will be applied to understand how pandemicrelated changes are systemically dis-abling students with disabilities. ...
The pandemic has changed the face of education for Ontario elementary school students. As students with disabilities were already experiencing systematic educational concerns, research has yet to explain the impact of the educational changes due to Covid-19 for students with disabilities. This study examines the influence of the physical changes, online learning, school environment, and the changes to resources and supports on elementary school students with disabilities. Furthermore, this study explores how students' behaviors have been impacted by these changes. In order to examine how the educational changes of the pandemic have impacted students with disabilities, semi structured interviews were conducted with fourteen caring adults: primary caregivers, teachers and support staff for elementary school students with disabilities. Findings suggest that students with disabilities behaviors are being impacted by educational changes due to Covid-19. For most participants, the online learning environment was not successful and impacted their students learning outcomes and amplified their behavioral concerns. Participants suggest that the accessibility of resources and supports has suffered and has been limited during peak times of the pandemic. In the midst of a global pandemic, it is crucial to examine the impacts of the educational changes on disabled students to ensure that students well-being and academic success is being maintained. iii DEDICATION To my Grandpa-You aren't here to see it-but you always knew I would be here. "It feels good to be on top again" iv ACKNOWLEDGEMENTS
... Furthermore, as the label of intellectual impairment is in itself socially constructed within societies which value certain ways of being over others, the benchmarks for who is/is not considered ''intellectually impaired'' and therefore ''adult'' are slippery. Writing in a US context, Erevelles (1996), for example, highlights that young people of colour are more likely to be given a label of ''developmental delay'' than their white peers. Speaking in the UK, McWade (2016) highlights that people who are economically and socially disadvantaged are most likely to be detained under the Mental Health Act, and therefore deemed irrational and outside understandings of ''adult.'' ...
This paper considers young disabled women navigating ableist and heteronormative constructs of adult womanhood. We consider adult womanhood at the embodied intersection of gender, sexuality and dis/ability (categories themselves mediated by race, class, coloniality, etc.). For young disabled women, questions of gender and sexuality were more often than not denied. Gendered and sexual identities were therefore politically and strategically used to claim “adult” and “woman.” Yet, such identities often felt restricted to binary gendered frameworks. Already positioned through ableism as non-normative, to exist outside of heteronormativity felt dangerous, risking paternalism and non-consensual bodily intervention. Drawing on the cases of Ashley X and Marie Adams, we argue that these dangers are often more severe for those with labels of intellectual impairment and/or considered to have the most “severe” impairments. Adulthood needs to be understood, not as a natural state of development (the endpoint of youth), but as a heteronormative and ableist socio-cultural-political construct, as well as a complex site of negotiation, conflict and resistance, which (differently) restricts how young people are able to become in the world. We fill a gap in scholarship by exploring the intersection of critical disability studies, crip theory and youth studies from a feminist perspective.
... In this context, disability is a product of specific economic and social structures that systematically exclude them (Hughes & Patterson, 1997;Oliver, 1996;Shakespeare, 1994). This exclusion affects economic independence and their social participation and invites oppressive practice and inequality (Barnes, 1998;Erevelles, 1996). The social model greatly influences the definition of disability issued by WHO through the ICF, which states that disability is a consequence of contextual factors (environmental and individual) that limit activities and restriction in full participation in society (WHO, 2001). ...
This research is focused on exploring the experiences of persons affected by leprosy who live in Sitanala Leprosy Village in Indonesia; in order to analyse and develop an understanding of how they give meaning to the community empowerment and social inclusion (CESI) program in that place. Qualitative, ethnographic, and observational research methods were used to collect the field data. Ethnographic and content analysis shows various causes and types of discrimination and disadvantage experienced by the people affected by leprosy. The nature and depth of disadvantage is extreme, and many state-provided services have not helped to improve their conditions to the extent they should have. The main findings in relation to the implementation of CESI program were: (a) people affected by leprosy encounter significant systemic barriers to full inclusion and participation in their community; (b) the barriers that prevented full participation in society ranged from social to physical; (c) inflexible laws, policies and practices play an important role in making the barriers more cultural and systemic; and (d) the dominance of moral and medical models make the barriers difficult to eliminate. Further, the analysis shows that lack of information of their disability and rights contribute to perpetuating the existing barriers. Finally, this research found that paternalism and unqualified community workers contribute to lowering the impacts of CESI programs in Sitanala. The findings have implications for all stakeholders, including government, non-government organisations and private sectors to provide a wider support through empowering and anti-discriminatory approaches.
... Furthermore, these forms of categorisation are not separate to, but often co-constitutive of one another. Racialisation, for example, informs understandings of 'developmental delay' (Erevelles, 1996). Femininity has historically been equated with certain psychiatric labels (such as hysteria), which themselves intersect with race, class and global positioning (Davis, 2008;Mills, 2014). ...
This paper interrogates how school toilets and ‘school readiness’ are used to assess children against developmental milestones. Such developmental norms both inform school toilet design and practice, and perpetuate normative discourses of childhood as middle-class, white, ‘able’, heteronormative, cissexist and inferior to adulthood. Critical psychology and critical disability studies frame our analysis of conversations from online practitioner forums. We show that school toilets and the norms and ideals of ‘toilet training’ act as one device for Othering those who do not fit into normative Western discourses of ‘childhood’. Furthermore, these idealised discourses of ‘childhood’ reify classed, racialised, gendered and dis/ablist binaries of good/bad parenting. We conclude by suggesting new methodological approaches to school toilet research which resist perpetuating developmental assumptions and prescriptions. In doing this, the paper is the first to explicitly bring school toilet research into the realms of critical psychology and critical disability studies.
... There is not scope to fully explore this here, but it is argued that aligning with vulnerability theory, and in particular the idea that as embodied beings we share an ontological vulnerability, allows a more inclusive, embodied, interactive social model to develop (Wishart, 2003;Clough, 2015). This approach allows us to move away from 'struggling' to 'fit' disability into existing discourses of the legal subject and personhood (Erevelles, 1996). It allows us to construct instead a view of humaneness that begins with our shared ontological interdependencies, and include disability at the outset, echoing the need for 'philosophical inclusive design' (Davy, 2015). ...
This article engages with emerging debates in law and feminist philosophy around the concept of vulnerability. Central to this is the call to re-imagine and re-frame vulnerability as universal – as something which is experienced by all individuals, by virtue of their humanity and context as social beings. The implications of this for laws and policies predicated on groups or categories as ‘being vulnerable’ will be explored in this article, using the concept of mental capacity as an example of how the boundary between capacity and incapacity can be contested through this lens. The article will critically consider the Mental Capacity Act 2005 and associated literature, such as Court of Protection cases, the House of Lords Select Committee's post-legislative scrutiny and Serious Case Reviews, which demonstrate the growing concern about the inadequacy of the binary between capacity and incapacity. This in turn provokes a challenge to accepted wisdom in the context of disability more broadly, inviting us to think in particular about the responses to perceived vulnerability that are currently deemed appropriate. Insights from the legal literature invite further exchanges with social policy theorists as to the concept of vulnerability and its challenges and implications for law and policy.
... 2. Feminist methodology is a vibrant field. In addition to the authors from Africana traditions delineated herein, I am influenced by the work of Andersen 2005;Bannerji 1995Bannerji , 2005Couser 2005;Cuadraz and Uttal 1999;DeVault 1999;Diamond 1992;Erevelles 1996;Guillaumin 1995;Harding 1987;Harding and Norberg 2005;Ingraham 1996;Lareau 2003;Lee 1998;Lorber 2010;Namaste 1996;Priestley 2005;Reinharz and Davidman 1992;Risman 2010;Romero 1993Romero , 2000Romero , 2008Margolis 1998, 2005;Seidman 1996;Solinger 1992;Stacey and Thorne 1985;Stein and Plummer 1996; and many others. ...
In Hypermasculinity State Violence, and Family Well-Being in Zimbabwe: An Africana Feminist Analysis Of Maternal And Child Health (Africa World Press, 2014), Zerai explores the demography of maternal and child health in Southern Africa from an Africana feminist sociological perspective. She presents a framework that considers the ways that nation, race, class, gender, sexuality, globalization, and other dimensions of oppression intersect to impact upon the experiences and agency of individuals and groups with health care and social support in Zimbabwe. She analyzes data sets from the Demographic and Health Surveys for this country. On the basis of the Africana feminist framework, Zerai argues that maternal and child health cannot be understood unless the socioeconomic, political, and cultural contexts are taken into account. She extends and tests the hypothesis that militarism (especially state violence) and hyper-masculinity in Zimbabwe have deleterious effects on family well-being in general, and especially on maternal and child health. This work contributes importantly to the social scientific literature in the social demography of Africa because it adapts the vibrant intellectual work of Africana feminists to a quantitative methodology. Thus the work proposes a new Africana feminist quantitative methodology that could be utilized to study other subject matter. Further, on the basis of this novel methodological approach, this work elicits results that give rise to useful maternal and child health-related policy recommendations. For more information:
http://www.africaworldpressbooks.com/servlet/Detail?no=1154.
... Situations of hyper-masculine behavior, such as military environments, highlight opportunities to address the framing and reframing of normative articulations (Ervelles, 1996). For example, within the context of war, soldiers wounded and, thus disabled, provide opportunities for transgression from masculine archetypes and expose the flaws in normative paradigms. ...
Disability scholars have long argued that the hegemonic constructions of “normal” bodies segregate, regulate, and demean people whose bodies are deemed disabled. Given that athletic competition stands as a public measure of ability, situations like those embedded in the 2012 London Olympic Games could create spaces to question the social construction of disability. This monograph asks, “Does the athletic competition within the 2012 London Olympic Games provide space to successfully challenge hegemonic constructions of disability?” To help answer that question, this work engages in a critical, cultural, and rhetorical analysis of the mediated messages of the Summer Games through the coverage of athletes involved in Olympic qualification and competition, as well as media reports and commercials aired during and after the Games. The case studies selected focus on athletes whose representation is based on their non-normative bodies during athletic competition as compared with those with normative bodies. Using three case studies that examine mediated representations of the body in sport, how disability is framed by traditional media will be examined.
... Following Goodley (2014, p. 63) are not only valued forms of humanness found to have deep historical roots in the rise of science, rationality and capitalism, but they also have been moulded further into preferential categories (reified types of humanity) and their opposite (disposable forms of humanity). Erevelles (1996) carefully guides us through this changing relationship with humanness: ...
In this paper, we seek to develop an understanding of the human driven by a commitment to the politics of disability, especially those of people with intellectual disabilities. Our position as family members and allies to people associated with this phenomenon of intellectual disability influences our philosophical conceptions and political responses. This has led us recently to develop a theory of dis/human studies which, we contend, simultaneously acknowledges the possibilities offered by disability to trouble, reshape and re-fashion the human (crip ambitions) while at the same time asserting disabled people's humanity (normative desires). We sketch out four dis/human considerations: (1) dis/autonomy, voice and evacuating the human individual; (2) dis/independence, assemblage and collective humanness; (3) dis/ability politics, self-advocacy and repositioning the human; and (4) dis/family: desiring the normal, embracing the non-normative. We argue that this feeds into the wider project of dis/ability studies, and we conclude that we desire a time when we view life through the prism of the dishuman (note, without the slash).
... The education business emphasises excellence and achievement, constructed in terms of a tightly-de ned notion of 'required levels' and thus also sets them up, as disabled working-class boys, to fail. The politics of advanced consumerist capitalism bombards them with images of bodies unlike their own (Stone, 1995;Ervelles, 1996) and emphasises the importance of material possessions to which they do not currently have access. ...
This article describes a feminist classroom project on masculinities undertaken with a group of boys in a UK school for pupils with special educational needs. Positioned by current educational policy as the 'failing/failed boys' of school effectiveness and similar discourses, and excluded from mainstream schooling, these 'underperforming' 10-12 year-olds were invested in achieving successful positioning within cultures of hegemonic masculinity. Current ofécial, institutional and media preoccupa- tions with quantiéable academic attainments had served to reinscribe them within a world of hetero/sexist 'laddishness' in which their only hope of success was to prove themselves as macho stars of the football pitch. This article explores some of the tensions and contradictions, as well as the moments of hope, in working with the boys to construct alternative versions of masculinities.
... However, constructing the degenerate other, was not just an ideological intervention to support colonialism. In the more contemporary context of transnational capitalism, Erevelles (1996) writes that: ...
The Literature of Critical Race Feminist Theory approaches disability as an expression of intersectional identity wherein devalued social characteristics compound stigma resulting in so-called spirit murder. Three diverging practices of intersectionality are identified as guiding scholarship on the constitutive features of multiply minoritizing identities: (1) anticategorical frameworks that insist on race, class, and gender as social constructs/fictions; (2) intracategorical frameworks that critique merely additive approaches to differences as layered stigmas; and (3) constitutive frameworks that describe the structural conditions within which social categories in the above models are constructed by (and intermeshed with) each other in specific historical contexts. In being true to Critical Race Feminist Theory approaches, the article draws on two other narratives, one historical and one contemporary, to describe how individuals located perilously at the intersections of race, class, gender, and disability are constituted as non-citizens and (no)bodies by the very social institutions (legal, educational, and rehabilitational) that are designed to protect, nurture, and empower them.
... Accordingly, disability is viewed as a condition that excluded people from capitalist production on the grounds of biological difference that then rendered them unemployable. Disability was then construed as a 'natural cause' which justified social and economic inequality (Erevelles 1996). ...
In 2005 New Zealand signalled its intention to reform legal services by contracting research on disabled people’s priorities in Auckland. The Legal Services Agency reported that because many disabled people do not have access to necessary legal services in New Zealand their priorities should be identified. This article suggests that the social model offers a philosophical framework for developing services. The relevance of this claim is illustrated from a review of the literature reporting legal issues faced by disabled people in New Zealand. The article concludes with a description of a service proposal based on international models.
... Following Clarke (2005), we argue that, in particular, the normative conceptualisation of citizenship needs to be criticised. Professionals who mainly adopt relational notions of citizenship question social, political and economic conditions and challenge the underlying societal norms that permit only a minority to exercise the actual opportunity and the material freedom to work (Erevelles, 1996). This is in line with the 'social model of disability' that challenges the preoccupation with a pathological, medical and individual interpretation of 'mental health problems' and this social interpretation has 'reinforced social work's own commitment to social approaches, highlighted issues of citizenship, connected the individual to the social, and challenged discrimination and oppression' (Beresford and Croft, 2004, p. 62). ...
In workfare-as-welfare regimes, welfare states attempt to increase efforts to employ economically inactive individuals, such
as people with chronic ‘mental health problems’, through a wide range of activation strategies. In this article, we draw upon
insights obtained from a recent research project in Belgium, in which social workers are charged with managing labour market
training programmes. In the project, we explored the experiences of people with ‘mental health problems’ to identify ways
in which supportive tenets for people in search of employment can be constructed. We aim to transfer the Belgian experience
to the British context in an analysis of the various notions and interpretations of citizenship in social practices. In the
analysis, we differentiate between notions and experiences of normative and relational citizenship. In conclusion, we argue
that a relational approach to citizenship enables social workers in Belgium to make use of their discretionary space to (re)negotiate
the finality of employment trajectories in a flexible way. From an international perspective, we conclude that social workers
are in a critical position to influence the workfare-as-welfare agenda of social policy makers.
... Non edifficile allora immaginare come la sfida lanciata dal movimento dei disabili per il riconoscimento della propria identita trovi collegamenti con altri movimenti di lotta per I'affermazione del diritto alia differenza contro ogni forma di oppressione e discriminazione sociale (Stone, 1995;Erevelles, 1996;Humphrey, 1999). D'altra parte, essendo la disabilita una condizione che attraversa ogni altro gruppo che si riconosce per differenze di razza, genere, c1asse e orientamento sessuale (per I'owia considerazione che si puo essere disabili maschi 0 femmine, bianchi 0 neri, eterosessuali od omosessuali) ne consegue che il soggetto disabile subisce un aumento esponenziale del disagio per la complessita delle circostanze che 10 marginalizzano. ...
The social and cultural perspective about persons with disabilities has substantially modified the consideration of the disability personal identity (Finkelstein, 1980; Oliver, 1990; Shakespeare, 1996). It is here presented, in succession, both the reformulation of the construct onto the disability personal identity accordingly to the adoption of the social model and, in the second part, statistical results obtained from a research onto
... However, not everyone is "free" to participate in the market. Instead, as I have argued elsewhere, capitalist ideologies justify the exclusion of particular populations from the world of work by claiming that these individuals lack particular social and technical characteristics that are deemed desirable for the economy and who therefore constitute a surplus population (Erevelles, 1996(Erevelles, , 2000. Historically, this surplus population has included disabled people, the permanent infirm, the aged, the illiterate, and the permanent racialized underclass. ...
In this paper I examine two controversialissues that occurred in two different centuriesbut that are inextricably linked with eachother – the 1835 murder committed by a Frenchpeasant, Pierre Riviere and documented byMichel Foucault and the 1990's debate regardingthe controversial methods of FacilitatedCommunication used with students labeledautistic in the United States. In this paper Iargue that both controversies foreground thecrisis of the humanist subject. In other words,I argue that both controversies are generatedby a seemingly simple question: Are personsidentified as mentally disabledcapable/incapable of representing themselves?In response to this question, I will use amaterialist analysis to explore theimplications that the poststructuralistdepiction of the humanist subject as a fictionholds for both the Riviere case and theFacilitated Communication debate.
... There is a burgeoning body of literature on sexuality and disability in relation to sexual identity (Hingsburger, 1993;McAllan and Ditillo, 1994;Shakespeare, 1996Shakespeare, , 1997Shakespeare, GillespieSells, and Davies, 1996;Tremain, 1996;O'Toole, 1996;Cambridge, 1997Cambridge, , 2001Cambridge and Mellan, 2000). Erevelles (1996) noted that disability advocates must deal with situations where persons with disabilities can also experience oppression for reasons of ethnicity, social rank, and sexual orientation, while Cambridge, Carnaby and McCarthy (2003) made the comment that lesbian sex remains invisible as compared to men's homosexuality among services to persons with learning disabilities. However, Thomson, Bryson, and Castell (2001) observe that GLBT people with disabilities must constantly struggle to affirm their identity. ...
Readers must contact Common Ground Publishing for permission to reproduce: http://commongroundpublishing.com This research is a survey of two samples, one among the 450 Faculty and the other among the 5,200 full-time and 2,200 part-time students of a bilingual and multicultural university located in Ontario, Canada. Diversity characteristics that are examined include ethnicity, gender, age, job status, marital status, study program, faculty, and disability. The variables under study include inclusiveness, class atmosphere, perceived behavior of students and faculty, support for research, working environment, safety, organizational image, and performance expectations.
Monsters in the Cabinet uses the historical collection of abnormal fetuses to examine how scientific knowledge about non-normative bodies was produced. It asks how the collection, anatomical study, and comparison of real embryos and fetuses with congenital abnormalities—once called monsters—produced scientific knowledge which was embedded with claims about how a body’s form marked its place in the natural and social orders. The dissertation uses a range of Dutch sources, such as the records of midwives, museum collections, public health topographies, and scientific publications. These reveal the networks, scientific practices, and conceptual frameworks that transformed a fetal body into a research object from which knowledge about nature and physiology could be extracted. Seeking to understand the historical relationship between “monstrous births” and disability, the dissertation shows how the scientific knowledge and professional expertise gained from the study of fetal bodies was applied to living people by medical practitioners. It demonstrates that the comparative, synthetic, and material study of “monstrous” bodies was the basis upon which a normal model of development was scientifically produced. Moreover, anatomical preparations elevated the scope and authority of medical expertise in a way that endowed physicians with substantial bureaucratic influence in the early-nineteenth century, particularly with regards to public health initiatives addressing infant and maternal mortality and poor relief for disabled citizens.
This essay conceptualizes and applies a theory of rhetorical debility to new materialist rhetorical studies. Drawing from critical disability studies, rhetorical debility frames the ways that hierarchical human and nonhuman relations can inhibit certain rhetoricities while enabling others under neoliberalism. This theory extends the concept of “rhetorical capacities,” located within a genealogy of new materialist and posthuman thought in rhetorical studies, in response to intersectional critique of new materialism from Indigenous scholars and disability studies. The essay demonstrates rhetorical debility’s applicability to transnational sites of oppression along axes of disability, colonialism, and neoliberalism through a case study analysis of Palestinian protest rhetoric.
Los estudios críticos en discapacidad se han convertido durante las últimas tres décadas en un campo académico interdisciplinario que introduce un camino plural y diverso para la comprensión de la discapacidad. Estos estudios se enfocan en una serie de desarrollos teóricos que privilegian las comprensiones culturales, discursivas y relacionales de la discapacidad, conectando las aspiraciones de las personas con discapacidad con las agendas de los estudios feministas, queer, poscoloniales, postestructuralistas y posthumanos. Este trabajo tiene como objetivo esbozar los aportes epistemológicos de estos estudios a través de la identificación de ejes teóricos que se han ido consolidando: poder, producción de los cuerpos y opresión internalizada; interseccionalidad e identidades múltiples; y ensamblajes posthumanos. La contribución de estos ejes radica, por un lado, en la salida del binarismo discapacidad-impedimento propio de los estudios sociales de la discapacidad más convencionales, lo que permite comprender la variabilidad de experiencias de la discapacidad, y, por otro lado, hace entender el concepto discapacidad como estratégico para explicar las formas en las que se producen los sujetos en las sociedades actuales
Active labour market programmes (ALMPs) are critical preparation mechanisms to assist people to enter the workplace. This article analyses qualitative data from a hard-to-access group of individuals with mental health conditions (MHCs) participating in a large-scale UK ALMP, the Work Programme (WP). Using the lens of the ‘extended social model of disability’ and the concept of the ‘ideal worker’, the article demonstrates that ableist norms of the ‘ideal jobseeker’ were embedded within the Programme’s design, prioritising individuals with certain abilities and behaviour over others. Second, the article extends Acker’s framework of inequality regimes to demonstrate that formal and informal inequality practices within the Programme maintained, rather than challenged, disability inequality. This was visible along four dimensions: (1) ALMPs as organising processes producing disability inequality; (2) the visibility of disability inequality; (3) the legitimacy of disability inequality; and (4) control and compliance derived from hierarchical social relations within ALMP design and implementation, involving either stabilising or destabilising effects on disabled jobseekers. The theoretical and practical contributions of this article demonstrate that the design of the WP as an employment preparation mechanism pushed disabled jobseekers further away from paid employment, rather than towards workplace inclusion.
In this critical community self-study, we describe the development of the Interdisciplinary Disability and Inclusion Research Collaborative (IDIRC) at the University of British Columbia Okanagan. IDIRC is a self-organizing collective involving eleven faculty, students and staff devoted to Critical Disability Studies (CDS) and the relationships between CDS, practice and social change. We ask: What are the social relations, commitments, activities, and research needs of this university's researchers, students and staff in relation to disability and inclusion? Through a constant comparative analysis of interview data we surfaced themes related to the social relations, commitments, activities and research needs of our members. Our findings and discussion illustrate how similar cross-disciplinary groups might build inclusive spaces, which unite staff, graduate students and faculty towards disrupting normativity, interdisciplinarity, and praxis within and beyond academia. IDIRC attends to the embodiment of values and theoretical perspectives that are relational, diversity-positive, intersectional and advocacy-oriented.
One feels light-headed even trying to decipher the actualities of the global political system and cultural order in light of the traumatic events of Brexit and Trump. One trope worth dissected is that of ableism as an obvious partner of neoliberalism. The concept of neoliberal–ableism captures the elision of key tenets of both processes that emphasise self-containment, autonomy and independence. Such ideas were key to the Trump and Brexit campaigns and now leave us in a dangerous space of isolationism. Trump and Brexit hail in a new kind of neoliberalism; one associated with the rolling out of ableist ideals. And while West might be correct in predicting the death of some elements of late capitalism, we know from history that ability and disability – or dis/ability – are used to restructure political orders. We will consider the rise of neoliberal–ableism as a key guiding ideology of both Brexit and Trump supporters and ask: what does this mean for disabled people? After considering these two historical events we will think of the future and consider some of the ways in which we may respond and resist.
Purpose/objective:
The purpose of this conceptual paper was to put forth a call for rehabilitation practitioners to consider their role in developing disability identity in their clients, and to understand this action as a form of allyship toward the disability community.
Method:
This conceptual paper is organized to engage existing disability and disability-identity literature and its clinical implications. Practical tools and skills are offered for rehabilitation practitioners to develop disability identity and engage in disability allyship.
Results:
An overview of disability identity and its relationship to clinical practice is presented by way of a literature review. Conversation starters and two activities are presented for rehabilitation practitioners to develop and engage with clients about their disability identities. Descriptions of allyship actions for practitioners are presented.
Discussion/conclusion:
In this conceptual paper, we framed disability in terms of both the medical and social models and argues that thinking about disability identity requires attention to the social model of disability. This attention is important, because it allows practitioners to think about themselves as allies to a particular community, rather than experts who must only "fix" clients' disabilities to elicit positive identity development. This shift toward allyship requires attention, engagement, and openness to see clients simultaneously as individuals and as members of a powerful, diverse community with a unique identity experience. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Mit diesen Worten beschrieb Theodor Adorno in ungewohnter, geradezu prophetischer Weise einen quasi paradiesischen Zustand, den er den „Stand der Versöhnung“ nennt. Dieser Zustand zeichnet sich dadurch aus, dass in ihm das Verschiedene miteinander versöhnt ist, ohne dass es aufhörte, verschieden zu sein oder das Verschiedene sich feindlich zueinander verhielte. Das Verschiedene steht also weder unter dem Zwang des Identischen, noch wäre die Dialektik von Identität und Nichtidentität jemals aufgehoben innerhalb einer zwanglosen, herrschaftsfreien und friedlichen „Kommunikation des Unterschiedenen“, das „teil hat aneinander“.
In a supposedly ‘anti-political’ age the scholarly literature on celebrity politicians argues that politicians gain popularity by adopting strategies from within the world of entertainment. This article offers the findings of a research project that has detected a marked shift in the interplay between celebrity culture and the presentational strategies adopted by politicians. At the heart of this shift is an increased focus on the concept of ‘normality’ as politicians increasingly attempt to shake-off the negative connotations associated with ‘professional politicians’ and instead attempt to appear ‘just like us’. As such, this article offers an original approach by distinguishing between ´superstar’ celebrity politicians and ‘everyday’ celebrity politicians before identifying three aspects of each strategy (i.e. media platform, marketing technique, and performative role). It offers numerous empirical examples that serve to underpin this distinction before using the example of Boris Johnson as a case study in the attempted shift from ‘superstar’ to ‘everyday’ celebrity. This focus on normality offers a fresh entry-point into the analysis of contemporary political statecraft while also posing distinctive questions about the tension between political popularity and credibility in an anti-political age. As such, the approach also has significant implications for normative ideas about how celebrity can be ‘democratised’ to remedy anti-politics.
This innovative book discusses the meaning of 'inclusion' through the exploration of the interactions between disabled and non-disabled people at a community leisure centre. By exploring the nature of this interface, an understanding of how people create potential for both disability and inclusion is revealed. This book takes a very different approach to that of existing texts, which have tended to concentrate mainly on disabled people's exclusion. The advantage of this new approach is that it adds an extra dimension to our understanding of how discriminatory practice is variously perpetuated and challenged.. Constructions of Disability is valuable reading for all people who are working towards increased social inclusion for disabled people, including theorists and students of disability studies and learning difficulty, leisure management and disability service providers, and their families. Using a practical case study approach, it explores the impact that social interaction between disabled and non-disabled people can have increasing or decreasing disabled people's opportunities for inclusion. Examples of both inclusive and discriminatory practice are described in detail, and the positive and negative effects of these actions on the participants are demonstrated and discussed. This insightful book offers a wide range of practical suggestions for the future development of more inclusive theory, policy and practice.
This ethnographic study, which includes participant observation research and in-depth interviews with police officers in a major California city and a large East Coast city, explores how police officers use their discretionary time on the job--and the consequences. Providing highly textured insights into police discretion, the authors show that America’s “tough on crime” approach to justice has too often proved to be a smoke screen for controlling people deemed undesirable, rather than a genuinely effective strategy for reducing crime.
This book explores the diversity in lesbian, gay, and bisexual lives, with the aim of opening up therapists' understanding of this diversity so that they can work in an ethical, supportive and non-discriminatory way with these individuals. Offers a comprehensive look at diversity within LGB populations, including the interactions between different areas of social difference using contemporary approaches. Focuses on the practitioner, illustrating concepts with vignettes and case studies for implementing practical applications. Emphasizes gender balance, fully exploring both male and female perspectives on each topic. Encompasses different perspectives, including critical health psychology, discursive psychology, intersectionality, critical and cultural theory, and post-colonial discourse, while remaining accessible to al.
In this ground-breaking book, Jenny Slater uses the lens of ‘the reasonable’ to explore how normative understandings of youth, dis/ability and the intersecting identities of gender and sexuality impact upon the lives of young dis/abled people. Although youth and disability have separately been thought within socio-cultural frameworks, rarely have sociological studies of ‘youth’ and ‘disability’ been brought together. By taking an interdisciplinary, critical disability studies approach to explore the socio-cultural concepts of ‘youth’ and ‘disability’ alongside one-another, Slater convincingly demonstrates that ‘youth’ and ‘disability’ have been conceptualised within medical/psychological frameworks for too long. With chapters focusing on access and youth culture, independence, autonomy and disabled people's movements, and the body, gender and sexuality, this volume's intersectional and transdisciplinary engagement with social theory offers a significant contribution to existing theoretical and empirical literature and knowledges around disability and youth. Indeed, through highlighting the ableism of adulthood and the falsity of conceptualising youth as a time of becoming-independent-adult, the need to shift approaches to research around dis/abled youth is one of the main themes of the book. This book therefore is a provocation to rethink what is implicit about 'youth' and 'disability'. Moreover, through such an endeavour, this book sits as a challenge to Mr Reasonable.
Contemporary discourses of social justice in education, disability, mental health, social policy and feminist studies are refracted increasingly through concerns about psychological and structural vulnerabilities created by the crises of late capitalism. Focusing on developments in British social policy generally and educational research specifically, this paper uses the authors' contrasting perspectives on two discernible discourses of vulnerability emerging in these contexts. One elevates the recognition of collective vulnerability as a springboard for new conceptualisations of resistance that disrupt materialist narratives of the human subject as a coherent, unified and rational agent of history. A second discourse offers a materialist understanding that locates vulnerability as both driver and product of a ‘therapeutic culture’, arguing that a psycho-emotional focus for vulnerability offers a diminished and ineffective subjectivity that belies rhetorics of resistance. These contrasting perspectives generate and emerge simultaneously from new understandings of the human subject. The paper evaluates the implications of using vulnerability to frame expectations of human subjects for everyday educational practices and relationships. It concludes by suggesting empirical questions that need exploring.
O campo de estudos feministas e de gênero tem avançado à medida que se articula com outras
categorias de análise, tais como geração, classe, raça/etnia, orientação sexual, região e religião. Uma
questão, contudo, permanece à revelia do esforço de interseção dessas categorias, a saber, a deficiência.
Para tanto, busca-se aqui avaliar algumas das possibilidades de análise de fenômenos sociais e culturais nas
quais se considera oportuno o diálogo entre os estudos feministas e de gênero com o campo de estudos
sobre deficiência. Espera-se proporcionar maior visibilidade para o debate dessa questão, avaliando seu
potencial analítico e político em vista da sua contribuição para as políticas públicas.
This article suggests the merits of conceptualizing incarceration as including institutionalization in a wide variety of enclosed settings, including prisons, jails, institutions for the intellectually disabled, treatment centers, and psychiatric hospitals. Such formulations conceptualize incarceration as a continuum and a multi-faceted phenomenon. This article will highlight the importance of moving beyond analogies between criminalization, institutionalization and psychiatrization to discuss the intersection of these phenomena, by highlighting several social science perspectives that have integrated these spheres already; taking up an analysis of the political economy of incarceration; and re-examining the reality of prisoners with disabilities in the growing prison machine. Lastly, I propose a re-examination of the forces of trans-incarceration, the move from one carceral edifice such as a psychiatric hospital to another such as a jail. I will demonstrate the ways in which engaging in such intersectional analysis changes the lens from which disability and incarceration are conceptualized and analyzed.
This paper draws on the researcher's experiences as a countryside access advisor in exploring some of the ways that social model ideas can influence the development of organizational policy and practice in mainstream settings. It argues that, in seeking to influence the development of more inclusive policies and practices, disability studies needs to look for new ways of engaging with diverse audiences of practitioners who are used to operating within an individual model of disability, and who may therefore see no immediate organizational advantages to adopting social model principles in their work. This evolutionary process demands in particular that we work constantly towards finding new, more accessible, ways of explaining social model ideas to mainstream audiences. Thus, in a social climate that continues to tolerate disabled people's oppression, disability studies has a key role to play in demonstrating to theorists, policy-makers and practitioners why and how social model ideas can support the move towards inclusion.
Approaches and pitfalls are described in the nascent field of Asian disability historiography, focusing on mental retardation (learning difficulties) and blindness (visual impairments) in India, Pakistan and Bangladesh. More substantial evidence has surfaced for study of responses to disability and disabled persons than for understanding historical concepts of disability. Critiques are considered of Orientalist information-gathering, of over-dependence on institutional sources, and of methodologies crossing disciplinary boundaries. With due attention to the range of hermeneutic variations, some recognition and understanding is possible of social and individual responses to disability and disabled people in South Asian history.
The charity/tragedy discourse of disability and traditional versions of femininity bear some striking resemblances. Both are associated with dependence and helplessness, and with resultant practices that are implicated in the enduring reproduction of social and material inequalities. This article looks at the 'identity work' of a group of girls, all of whom had been identified as having 'special educational needs', in a mainstream school in the UK. Using findings from an ethnographic study, the article explores how the girls position themselves in relation to the subject 'special needs student'. The findings suggest that historical meanings associated with femininity and disability combine with contemporary schooling practices to produce a constrained range of subject positions around which the girls have limited room for manoeuvre.
Our post-modernist story is composed as a narrative analysis of the lived experiences of Belle and Louise--two women with 'learning difficulties'--and our ethnographic field notes while doing narrative inquiry. The narratives mirror a shared construction of meaning and broaden our understanding--throwing light on the dark side of an institution. The narrative analysis points out a clear illustration of power dynamics and discourses in their lives, and shows how the women boast of resilience and offer (hidden) resistance. This paper particularly illuminates the individual, personal and even private celebration of activism and self-empowerment of Belle and Louise. Their vivid stories take us on an enthralling journey, getting to know their world through their eyes.
The notion of ‘valuing diversity’ is attractive. It offers the possibility of reconceptualizing human difference as something to be celebrated in a plural society, and it appears to present a departure from the categorical thinking that has resulted in the separation and hierarchization of particular groups. It suggests that everyone is different, everyone is unique, and everyone is valuable for who they are. Or does it? In this paper, I show how the discourse of valuing diversity is deployed in a girls' comprehensive school. Whilst the staff at the school are concerned to make the school's practices more inclusive, they are also obliged to meet the requirements of the standards agenda, which emphasizes, above all else, normative examination results. Analysing the experiences of two autistic students reveals that notions of valuing diversity can only be deployed in relation to students who have already been identified as falling short of the required ‘standards’. It thus operates to re-inscribe a binary division between able and disabled. This paper explores the complex discursive web through which a seemingly progressive piece of terminology has become a cliché: a cliché that has been co-opted into a 21st-century-style reproduction of relations of domination and subordination.
This article explores lived experiences and insights of five people with long‐term ‘mental health problems’, focusing on their search for employment in a disabling society. In our qualitative, inductive analysis we investigate why it seems almost impossible to attain a status as respected adult workers. We present five central findings: (1) losing the game before it starts; (2) internalizing the vicious circle of victim blaming; (3) from control overload to a life with inadequate supports; (4) from crushed dreams back to passive inactivity; (5) signs of resilience and resistance. In meaningful dialogue survivors give voice to alternative and plural epistemological grounds of life with ‘madness’. In our concluding reflections we argue that psychiatric discourses, what we term toxic psychiatric orthodoxies, silence, disable and construct survivors as unemployable.
The theoretical and practical constraints of identity formation for lesbian, gay, and bisexual (LGB) persons with developmental disabilities are explored. Firstly, disability and queer theory and conceptions of identification and community are presented. This is followed by a synopsis of some of the common societal myths about disability and about homosexuality. Thirdly, we trace how these myths affect and filter into caregiver attitudes, lesbian and gay communities and communities of persons with disabilities, including developmental disabilities. All these factors conspire to inhibit self-identification as LGB for persons with developmental disabilities. It is further argued that neither disability theorists nor queer theorists have adequately accounted for such complex identities, and that, perhaps, a fusion of disability theory and queer theory may provide a more comprehensive lens to capture these complexities. We conclude with tentative yet practical suggestions to begin to create community for LGB persons with a developmental disability.
The Musketeer book One for All – All for One! A joint fight for human rights (Onze Nieuwe Toekomst 2002) is a disclosure of oral accounts of people with the label of ‘learning difficulties’. The Musketeer book is particularly an articulation of their individual and collective politics of resistance. With this collection of stories – taken from life – true activists and their allies hope to bring tangible shifts in beliefs and attitudes in disabling society. In this paper, the Head Musketeer Danny and his right-hand Musketeer Ludo reflect upon their relational perspective on the process of (self-)empowerment with their Tinker Ladies. Our experience unfolds like walking a high wire. Our Flemish perspective reveals a profound awareness of power dynamics in an intensely felt cooperative research process.
The disability movement drew attention to the struggle against the oppression of people of disability. The rise of disability activism contributed to increased awareness of the need for a social theory of disability, in order to account for the historical, social and economic basis of oppression. Emerging studies of disability issues by disability theorists, such as Sobsey (1994), highlighted the higher prevalence and nature of violence against people with a disability, in comparison to the general population. However, the limited research concerning women with a physical impairment experiencing domestic violence contributes to this social problem being underestimated in the community. Contemporary theoretical conceptualisations of both domestic violence and disability fail to explain the causal framework that leads to women who have a disability experiencing violent situations. Similarly, by explaining domestic violence as a solely socially constructed gender inequality and power differential, feminism provides insufficient recognition of the structural dimension of disability. As a preliminary inquiry, this study draws on the premises of historical materialism, and feminism to explain disability and investigates disabilism as a means to examine the experience of domestic violence by women with a physical impairment. The research design incorporated the use of qualitative methods for data collection and encapsulated critical social science and interpretivist epistemology. This study provided the basis for generating an understanding of the nature of domestic violence against women with a physical impairment within this sample group. From this investigation, causal hypotheses can be advanced for subsequent extended research. This study revealed that disabilism together with the interacting structural dimensions of disability, gender and class operated to marginalise and alienate these women with a physical impairment in a violent relationship. This tended to reinforce and entrench violence against women with a physical impairment. The study provides insight into the way social conditions and disabilism interrelate to maintain this group of women with an impairment in a violent relationship and contribute to the experience of poverty and lower social status upon leaving the relationship.
In this paper it is argued that a social theory of disability can best be developed through the use of the concept of oppression. This concept is outlined, and special emphasis is placed on the importance of the social origins of impairment in such an analysis. The ways in which this approach would utilise data gathered from other theoretical perspectives is indicated. General features of a theory of disability as oppression are specified.
Qualitative research with a group of blind Asian people in Leeds indicated that issues of 'difference' were perceived as more important in mobilising disabled people at a local level than the issues of 'commonality' which characterise the international disability movement. Respondents identified more strongly with their experience of specific impairment and specific cultural identity than with their common experience of disablement. It is argued that such issues are common to other social movements and that the disability movement can learn much from the histories of Black people's movements and the women's movement. In building a successful movement at a local, national and international level, disability alliances will need to challenge racist stereotypes about Black disabled people and their families. They will need to support Black-led groups which organise separately while, at the same time, creating more enabling environments for Black people to participate more fully.
Over the last decade, a significant body of feminist research has developed which has home-based reproduction as its focus. Strategically placed at the interface of sociology and social policy, this literature has had a significant impact on wider debates about everyday social reproduction. Yet, it has remained largely uncritiqued. Recognising the lack of critical debate, the paper reviews the way in which the concept of caring has been theorised within British feminist research. It suggests that caring has been typically defined by feminist researchers as the unpaid work of kin within the private domain of their family. Gender is seen as the dominant system of social relations which shapes the organisation of such care. Thus, rather than a broad structural analysis of everyday reproduction within families, most feminist research on caring has been restricted to one form of care (unpaid care by relatives) and one structural division (gender). The way in which racial and class divisions are embedded in everyday reproductive work has been largely eclipsed. Drawing on the critiques of Black women writers, the paper highlights forms of, and divisions within, home-based reproduction obscured in past and present feminist research on caring. It takes domestic service as a case-study which highlights how the social divisions of `race' and class, as well as gender, have been constituted through women's experiences of looking after families.
The Social Model of Disability is increasingly recognised as the theoretical and ideological underpinning for the collectivisation and politicisation of disabled people. This paper examines the Social Model from the perspective of disabled women. It then considers the position of disabled women in relation to both the women's movement and the disability movement. It argues that the former is oriented towards non-disabled women and the latter towards disabled men, with a consequent further marginalisation and disempowering of disabled women. Drawing on the history of black feminism, the author (who is a white non-disabled woman, and who teaches anti-discriminatory social work practice based on an integrated theoretical model) concludes by offering to disabled women a reframing of the analysis in which to explore their simultaneous experiencing of their gender and disability.
The solubilities of bis(1,2-diphenyl-1,2-ethanedithiolato)nickels, in benzene are effectively improved by introduction of substituent groups in the o,o'-position of the phenyl rings. The structure of a crystalline form of bis[1,2-(3,5-dimethoxy-4-butoxyphenyl)-1,2-elhanedithiolato] nickel having the highest solubility has been determined by single-crystal X-ray diffraction analysis. Comparison of this crystal structure with two known forms of bis(1,2-diphenyl-1,2-ethanedithiolato)nickel indicates that the high solubility is basically due to a longer interplane spacing between the parallel chelate planes of the adjacent molecules, which results in interaction of the methoxy suhstituents lying in the same plane as the phenyl ring.
Many people with disabilities do not identify themselves as disabled or choose not to be part of a politically active community of disabled persons. This paper discusses both the barriers to the formation of a social movement of disabled people and the ways in which these barriers have been overcome. The role of public policy in the evolution of this movement is discussed, as are the current status and prospects of the disability rights movement. 1988 The Society for the Psychological Study of Social Issues
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