My thesis explores the notion, originally developed by sociologists such as Goffman and Charmaz, that a person’s identity undergoes a difficult and painful metamorphosis in response to the effects of serious long-term impairment or chronic illness. I argue that existing methods of researching what I have come to call “the disabled identity” generally avoid a deeper exploration of the social context in which this kind of marginalisation occurs. To address this absence, I develop a research methodology which combines an intensive exploration of the personal experience of disability with a critical analysis of the social and historical context in which the disabling of identity occurs. I approach the former through grounded theory and the latter through a Foucaultian analytics of genealogy and governmentality. These are informed by the theoretical insights surrounding the “social model” of disability which claims that “disability” is not a physical problem based on personal tragedy but is a social imposition based on exclusion and stigmatisation. In accordance with this, the thesis proceeds in three successive stages. First, I apply a genealogical analysis to disability in general, then more specifically to the disabled identity, to provide the background for my qualitative research. The purpose of genealogy is to reveal that the concept under investigation is not a self-evident “given” but a social construction which has developed to serve varying interests over time. Through this process it becomes evident that disability has evolved as a concept which performs as a counterpoint to the norm and, as such, provides a measure of “what not to be” in terms of contemporary neoliberal citizenship. Next, I engage in a grounded theory study which draws on the stories of disabled people to explore how their self-perceptions and the attitudes of those around them have been affected by disability. These stories stem from a variety of data sources, including my dialogues with participants, written stories from participants, and published autobiographies. Their analysis results in the emergence of the following themes: independence, occupational identity, and sexuality/appearance. Each theme is discussed in a separate chapter which attempts to let the stories speak for themselves by way of lengthy excerpts from the participants and texts, and combines them, where relevant, with my own insights and experiences as a disabled person. In the final stage, I use a governmentality analysis to explore these themes and to place them in their current social and historical context. Here I suggest that independence, work and sexuality are key factors which are used to divide the affiliated from the marginalised in contemporary neoliberal societies. I argue that the two “technologies” which currently have the most impact on how independence, work and sexuality are governed in relation to disability are welfare reform and sexual rehabilitation. Here I explore the available primary sources - particularly the last five years of Australian government policy on welfare reform and a selection of sexual rehabilitation texts - to reveal how governance seeks to operate as a liberatory force while remaining oppressive due to its paternalism and reinforcement of normative prescriptions. The final chapter further problematises disability in relation to the governmental concepts of “self-esteem” and “empowerment” in an attempt to unpick what can be claimed to be emancipatory from what remains embedded in the dominant discourse. By ‘deconstructing necessity’ and exploring the root causes of oppression through what Foucault refers to as ‘the disinterment of subjugated knowledges’, the thesis outlines an alternative discourse in relation to “disability” and opens up new possibilities for the creation of more positive identities.

No

No description available.

This research study provides an insight into the experiences of dyscalculic students in higher education (HE). It explores the nature of dyscalculia from the student perspective, adopting a theoretical framework of the social model of disability combined with socio-cultural theory. This study was not aimed at understanding the neurological reasons for dyscalculia, but focussed on the social effects of being dyscalculic and how society can help support dyscalculic students within an HE context. The study s primary data collection method was 14 semi-structured interviews with officially identified dyscalculic students who were currently, or had been recently, studying in higher education in the UK. A participant selection method was utilised using a network of national learning support practitioners due to the limited number of participants available. A secondary data collection method involved reflective learning support sessions with two students. Data were collected across four research areas: the identification process, HE mathematics, learning support and categorisations of dyscalculia. A fifth area of fitness to practise could not be examined in any depth due to the lack of relevant participants, but the emerging data clearly pinpointed this as a significant area of political importance and identified a need for further research. A framework of five categories of dyscalculic HE student was used for data analysis. Participants who aligned with these categories tended to describe differing experiences or coping behaviours within each of the research areas. The main findings of the study were the importance of learning support practitioners in tackling mathematical anxiety, the categorisations of dyscalculic higher education students, the differing learning styles of dyscalculic and dyslexic students, and the emergence of four under-researched dyscalculic characteristics: iconicity, time perception, comprehension of the existence of numbers that are not whole and dyscalculic students understanding of non-cardinal numbers.

This portfolio examines, contextualises and evaluates the contribution of six selected publications focussed on the social model of disability and discrimination within adult nursing in the UK. The publications all appear in peer reviewed journals and trace a developing understanding of the concept "disability‟, recognition of the impact of discrimination and the role that nurses play in sustaining this situation. It develops the idea that a shift towards the social model of disability will be instrumental in challenging disability related discrimination. Implications for adult nursing are examined including the potential of social advocacy and the need for a closer relationship between nursing studies and disability studies. The contribution to the knowledge base is unique in the context of adult nursing suggesting that embracing the social model may facilitate a legitimate contribution to the aims of the disability movement. A framework is developed for the evaluation of the contribution of the submitted papers using the concepts; Model of disability, Interests being served, Non-exploitative approaches and Challenging disablism by extensive dissemination [MINC]. The portfolio draws on many more than the six submitted papers in demonstrating an extensive dissemination strategy. The complexity of the concept of disability and the role of nurses in disability research is explored and critiqued. Contemporary critical theory is drawn on as an epistemological base combining critical analysis and reflexivity with empirical procedures. It concludes with tangible links into future developments of this body of work in championing the need for challenging discrimination and the potential use of the social model as a valuable tool in moving towards this goal.

No description available.

No / One of the distinctive features of the post-war process of European economic and political integration is the debate about the emergence of a European Social Model (ESM). Advocates and critics have clashed over the precise meaning of the ESM concept, whether it exists in a meaningful and singular form, and whether it challenges or bolsters – by providing some sort of discursive justification – the current neoliberal trajectory of the European Union (EU). While some of the claimed elements of the ESM do exist/have been adopted, this article argues that they do not constitute a coherent alternative to the dominant market liberal model and bias towards negative integration that has underpinned the EU since the 1980s. Furthermore, contemporary developments have served to further entrench these tendencies at the expense of progressive social forces that seek to construct a genuine ESM.

Flyktingar med funktionsnedsättning tillhör två marginaliserade grupper och är därför extra utsatta. Det saknas samlad kunskap om deras situation. Syftet med denna studie är att beskriva och undersöka hinder som flyktingar med funktionsnedsättning möter i samband med mottagandet och inledande etableringsprocess. Studien genomfördes i form av en litteraturöversikt. En litteratursökning resulterade i 11 peer review-granskade, vetenskapliga artiklar där empirisk originalforskning redovisas. Analysen genomfördes med hjälp av Michael Olivers sociala modell och intersektionell analys. Resultatet visar att brist på tillgänglighet, information och kunskap skapar funktionshindrande barriärer i mottagningsprocessen. Marginaliserande processer uppstår i olika intersektioner mellan flyktingskap, funktionsnedsättning, klass, etnicitet och kön. Utifrån resultatet föreslås en bättre samordning mellan olika instansers insatser för att förbättra situationen för flyktingar med funktionsnedsättning. / Refugees with disabilities belong to two marginalized groups, which makes them particularly vulnerable. The collective knowledge about their situation is insufficient. The purpose of this study is to describe, and investigate, the obstacles that refugees with disabilities may encounter during the initial stages of the resettlement process. The study was carried out in the form of a literature review. A literature search resulted in 11 peer-reviewed, scientific articles, in which empirical, original research is presented. The analysis was conducted using Michael Oliver's social model and intersectional theory. The results show that lack of accessibility, information, and knowledge causes experiences of disability during the resettlement. Marginalization processes occur in the intersections between refugee status, disability, class, ethnicity, and gender. Considering the results, an attempt to enhance the coordination between the efforts of various agencies is proposed, to improve the situation for refugees with disabilities.

The purpose of this thesis was to explore socially constructed discursive barriers to physical activity for people with physical disabilities. This research was informed by a critical disability studies framework. Eight interviews were conducted, split between end-users and stakeholders. The end-user article discusses their perspectives with regard to their own PA participation, their use of PA resources, and their views of how disability is constructed. The stakeholder article deals with their views with regard to Canada’s progress in creating inclusive PA guidelines, the research process as it effects people with physical disabilities, and how disability is constructed. The results showed awareness among both groups of the social model of disability, but that the medical model is still firmly rooted. Work is needed to create inclusive promotional materials and disseminate them effectively. An effective advocacy and lobbying effort was suggested as one avenue towards a possible solution to this issue.

Pakistani families with disabled children are among the most disadvantaged population groups in the UK. Previous research has indicated difficulties with accessing support services as well as problematic attitudes towards disability within the Pakistani community. As no substantial improvement in their situation was evidenced since early studies in the 1990s, a participatory action research study was undertaken with six Pakistani families to explore how an actionoriented, emancipatory approach could facilitate them to explore their support needs and how these might be met, in further depth. An occupational justice perspective was used to clarify how cultural and familial expectations influenced family members’ occupational balance and well-being. After an exploratory phase in which all family members were interviewed and family interactions observed in their own homes, three action research groups were formed for women, men and children respectively. Each group carried out their own action research around their chosen topic. Through participation in the project the participants gained important skills as well as a better understanding of their situation and how they could be more proactive in improving it. Furthermore, the fact that all family members were actively involved in the project helped them to start implementing changes in behaviour and communication at home. Key findings of the study were that the importance of faith in accepting the disabled child and dealing with negative community attitudes needs to be recognised and fostered; that the social model of disability needs to be more explicit about the influence of religion and culture on the lived experience of disabled people; that the central support need of parents is for practitioners to build up a supportive relationship with them as persons in their own right; and that (the lack of) belongingness had a very significant impact on the disabled child’s and their mothers’ well-being.