Dream/Hope/Love/Create/Act (and back) is a collaborative arts-based research project on the experiences that support workers have with enacting support, care and education practices in the disability support and education field. Five support workers were interviewed using arts-based and collaborative methods. Conversations focused on the disciplining power that policies, systems and structures have over the support practices provided to young people labeled with an intellectual disability. Questions were formulated on support worker experiences with enacting care, behaviour support, and curriculum. The following four issues were central to the inquiry: child development and the pressure for language acquisition; issues of consent in everyday practice and clinical spaces; the creation and enactment of behaviour plans; and disability labels and the diagnosis process. The in-depth, unstructured arts-based individual and group conversations were collaboratively designed with research participants, and topics of care, support and professional ethics were intentionally politicized. Conversations took place during the creation of poetry, painting and collage to grapple with practitioners’ own power in shaping the worlds of young people. By way of experimenting with diffractive approaches to analysis, assemblages of poetry, art and theory were created as thresholds for entry into the larger thesis assemblage. Transcripts and art were analyzed while thinking with various theoretical threads from critical disability studies, feminism, queer theory, critical race theory and social justice, with the purpose of blurring and resisting harmful and normative support practices. This study shows that support workers are honouring the bodies and communications of resistance of the young people with disabilities they support. This study also shows support workers as deeply self-reflexive as they engage in critical practices in resistance to ableism.
Dream/Hope/Love/Create/Act (and back) has implications for informing research, training and education that grow support work practices to become increasingly consensual and designed with and for young people with a variety of disability labels. / Graduate
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/11198 |
| Date | 27 September 2019 |
| Creators | Sahlstrom, Jessica |
| Contributors | De Finney, Sandrine |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
| Rights | Available to the World Wide Web |
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