By Rebecca Mallett and Katherine Runswick-Cole
Incapacity experiences is a space of research which examines social, political, cultural, and financial components that outline 'disability' and determine own and collective responses to distinction. This insightful new textual content will introduce readers to the self-discipline of incapacity reviews and permit them to have interaction within the vigorous debates in the box. via supplying an obtainable but rigorous method of incapacity reports, the authors supply a serious research of key present concerns and examine ways that the topic could be studied
through nationwide and overseas views, rules, tradition and history.
Key debates include:
The dating among activism and the academy
Ways to review cultural and media representations of disability
The significance of incapacity historical past and the way societies can change
National and overseas views on little ones, adolescence and education
Political views on incapacity and identity
The position of the physique in incapacity theory
This textual content deals real-world examples of issues which are very important to debates and gives a miles wanted actually foreign scope at the questions to hand. it truly is a necessary learn for any one learning, practicing or with an curiosity in incapacity reviews.
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Extra resources for Approaching Disability: Critical Issues and Perspectives
In the Nordic countries, normalisation principles informed the early beginnings of the self-advocacy movement, and self-advocacy continues to be an important element of Nordic disability activism (Traustadóttir, 2004). ). Key Concept: Normalisation principles Normalisation principles are a strong component of current Nordic Disability Studies (Goodley, 2011), and, although they are often associated with the Nordic countries, discussion and application of the principles have taken place beyond those countries.
In Chapter 5, we will discuss the need to historically contextualise all studies of disability. In this chapter, we are arguing not only for the need to geographically contextualise studies of disability, but also that those contexts are not to be judged against standards which are based on the view that ideas and values in the global North are inherently more advanced. This includes, but is not limited to, the assumption that the (British) social model is the best model for understanding disability.
When disability is considered in childhood studies analysis, it seems that all too often the presence of an impairment ‘works to exclude disabled children from the category of “child” to the extent that their childhood is invalidated by the impairment’ (Davis and Watson, 2002:159). An unquestioning acceptance of the distinction between the disabled and the non-disabled child (Davis and Watson, 2002) has served to marginalise disabled children in services, policy, practice and research. There is a sense in which ‘disabled childhoods’ do not count as ‘proper’ childhoods worthy of study within mainstream sociology of childhood.
Approaching Disability: Critical Issues and Perspectives by Rebecca Mallett and Katherine Runswick-Cole