This dissertation is a multi-methodological project that examines the experiences of being both LGBTQ+ and disabled from an intersectional perspective through narratives constructed in virtual spaces. In this project, I address the question ‘how do individuals who identify as both disabled/chronically ill and LGBTQ+ negotiate these often contradictory identities?’ I also complexify this intersectional analysis by examining how LGBTQ+/disabled identities are constructed in relation to race, class, and gender. Additionally, by conducting virtual ethnography as the primary method of data collection, I explore questions pertaining to how members of LBGTQ+ and disability online communities engage in virtual identity construction and virtual community building. Through these projects I seek to bring disability and LGBTQ+ identities into the intersectionality literature and discourse that has frequently excluded, and at times even ignored, these positionalities.

The grotesque has long been utilized in literature as a means for subverting societal constraints and inverting constructions of normalcy. Unfortunately, in many instances, it has been constructed at the expense of disabled characters using their embodiment as metaphorical plot devices rather than social and political agents. Criticism of the grotesque’s use of bodily difference has prompted this analytical project in order to rethink disability as socially and politically positioned within texts, rather than simply aesthetics for symbolic means. The aim of this paper is to explore the ways the literary grotesque can be reread using queer theory and crip theory as frameworks for constructing agential disabled embodiments in Katherine Dunn’s Geek Love. Ultimately, the potential of queer and crip interventions necessitates an examination of the systems of power disabled subjects operate within in these narratives.

Syftet med arbetet var att undersöka hur det i kursen Svenska 1 på gymnasiet går att arbeta med två skönlitterära verk, Hannahs hemlighet och Undret, för att skapa medvetenhet om diskriminering utifrån temat funktionsvariation. Studien ämnar ge förslag till hur det går att arbeta med frågor kring funktionalitet i svenskundervisningen samt till att styrka användningen av skönlitteratur vid arbete med värdegrundsfrågor. De frågor undersökningen förankras i är följande: På vilket sätt skildras funktionsvariation kopplat till diskriminering i den valda litteraturen? På vilket sätt kan de litterära verken erbjuda identifikationsmöjligheter för unga läsare med funktionsvariation? Hur kan de skildringar som återfinns i verken vara relevant för dagens gymnasieelever och samtidigt bidra till skolans värdegrundsarbete? De teorier som valdes för arbetet är crip theory och den transaktionella teorin. Hermeneutik och narrativanalys valdes som metoder för att analysera materialet. Resultatet visade att funktionsvariation skildras genom betoning och kritik av normer i samhället.

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Being and inviting full selves into academia is about marginalized and minoritized academics, teachers, and students investing in marginalized academics, teachers, and students. This autoethnographic and qualitative interview-based research starts to re-/co-author a new kind of academia; an academia based on care and consent which uplifts instead of tears down, and which centers crip, feminist, and queer justice. / Doctor of Philosophy / In this work, I discuss the possibilities that are opened by bringing your whole self into the institution of academia as a student, teacher, and/or researcher. A Pedagogy of the Full Self is about creating a new scholastic arena where those who face oppression are welcomed wholeheartedly as though they always belonged. I discuss how identities of gender, ethnicity, race, class, and dis/ability can impact student learning, faculty teaching, and researchers developing new information and I emphasize the role of clear communication in the process of developing new ways to learn, create, and share knowledge.

Syftet med uppsatsen har varit att utifrån ett cripteoretiskt perspektiv undersöka hur medier genom tidningsartiklar framställer sexualitet och kärlek hos personer med olika funktionsnedsättningar. Studien har utgått från en kvalitativ innehållsanalys och empirin i studien utgör tidningsartiklar som har publicerats i Sverige mellan åren 2015 och 2024. Studien presenterar det empiriska materialet utifrån fyra teman som ger en helhet av vad tidningsartiklarna huvudsakligen har berört, temana är: att veta eller inte veta, vad är sex och vad är kärlek?, hjälpa eller stjälpa samt i relation till Danmark. Resultatet påvisade att medierna framställde personer med funktionsnedsättningar delvis i likhet med tidigare forskning samtidigt som de tillämpade begrepp och förstärkte attityder som kritiseras ur ett cripteoretiskt perspektiv. Studien har visat på att det i medierna framkommer fördomar och tabu om sexualitet och kärlek för funktionsnedsatta. Det kunde i resultatet utläsas som en kunskapsbrist, både i samhället och för de med olika funktionsnedsättningar. Resultatet gav dessutom en bild av hur praktisk hjälp och stöd kan utformas, framförallt i jämförelse till vad Danmark har åstadkommit. Studien visar på ett behov av att utöka forskningsfältet både gällande funktionsnedsättningar i relation till kärlek och sexualitet och även i relation till medier. Studien belyser därutöver vikten av att utöka forskningsfältet i förhållande till det sociala arbetets praktik, samt eventuella möjligheter att utforma insatser som möter lagstiftning men också individers integritet och privatliv.

This dissertation examines the concept of ableism, as defined by Ostiguy, Peters, and Shlasko, as a system that oppresses individuals with disabilities while privileging those without disabilities. The aim of this work is to aid educators and school personnel in recognizing, critiquing, and moving away from normative assumptions of compulsory able-bodiedness and able-mindedness inherent in education. Through the lens of critical crip theory, the dissertation proposes a framework that connects social justice education with the visual arts to challenge normative expectations and embrace (dis)abled ontologies, epistemologies, and perspectives. "Curricular Renovations: A Non-Guide for Educators on Empowering Difference in the Classroom" is a textbook designed for both preservice and current educators, providing insights on understanding, unlearning, and reconstructing disability and disability knowledge in educational settings. This framework offers strategies for creating inclusive environments that value diversity, thereby supporting both students and teachers in achieving success across various learning contexts.

Mémoire en recherche-création / Cette recherche-création s’articule autour de deux questions : - Selon le « circuit de la culture » (Du Gay et al. 1997), comment la survie dans le réel et la survie dans le fictionnel s’articulent-elles au handicap, et comment peuvent-elles être appréhendées comme un artefact culturel appartenant à l’imaginaire collectif cadrant le faisable et l’intelligible? - Plus spécifiquement, comment une méthodologie issue de la recherche-création, et des études critiques du handicap permettent-elles de « cripper » (Sandahl 2003; McRuer 2006; Kafer 2013) le concept de la survie dans un jeu vidéo post-apocalyptique, et ce afin de reconfigurer les sensibles (Rancière 2000)? La revue de littérature dresse le constat que la survie handicapée est un enjeu rarement traité; que mon travail se situe aux frontières de nombreuses recherches abordant la survie des handicapé-es en contexte de l’actuelle sixième extinction de masse, et de nombreuses créations sur la survie des handicapées en contexte post-apocalyptique. Le cadre théorique prend pour assises conceptuelles les études culturelles afin de penser au-delà de la distinction entre réel et fictionnel et de conceptions stéréotypées du handicap et des in/capacités; ainsi que dans le but de comprendre comment un artefact culturel est un aperçu de l’imaginaire collectif d’une culture. Il prend également pour assises les études critiques du handicap pour lier la notion de handicap avec des enjeux qui semblent de prime abord incompatibles -comme la survie-; pour être critique des futurs imaginés; et pour établir la catégorie du handicap comme politique. Les assises conceptuelles soulignent la nécessité de s’engager avec des théories pratiques ayant des effets sur le réel, en raison de l’urgence soulevées par les conditions de vie présentes et futures des personnes handicapées. De ce fait, la méthodologie de ce projet passe par un processus de recherche-création, qui dans le cas présent, permet de créer un mémoire écrit et un jeu vidéo desquels émergent des réflexions et des pratiques qui participent à reconfigurer les sensibles. / This research-creation explores two core questions : - Based on the « circuit of culture » (Du Gay et al. 1997), how do real survival and fictional survival relate to disability and how can they be understood as a cultural artefact belonging to the collective representations, framing the feasible and the intelligible? - More specifically, how does a methodology resulting from research-creation and critical disability studies enables to « crip » (Sandahl 2003; McRuer 2006; Kafer 2013) the concept of survival in a post-apocalyptic video game in order to reconfigure the sensible (Rancière 2000)? The literature review notes that the future survival of disabled people is an issue rarely discussed and that my research-creation is at the frontiers of numerous researches addressing disabled people’s survival during the actual sixth mass extinction, as well as of numerous creations on disabled people’s survival in a post-apocalyptic context. The theoretical framework takes the cultural studies as a conceptual foundation allowing to think beyond the distinction between a real and fictional world, beyond stereotypical ideas about disability and in/capacities, and with the goal of understanding how a cultural artefact is a glimpse in our collective representations. It also takes critical disability studies as a framework to link the notion of disability with issues whose seem incompatible, such as the notion of survival; to be critical of imagined futurities; and to establish disability as a political category. These conceptual foundations raise the need to engage with practical theories in order to have a real effect in the world, all the more so with the urgent needs of dealing with the present and future living conditions of disabled people. As a result, the methodology of this work involves research-creation, which allowed me to deploy a written dissertation and a video game from which has emerged reflections and practices that participate to reconfigure the sensible.

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.