‘We are not anything alike’: marginalization of health professionals with disabilities

Despite inclusive rhetoric, disabled peoples’ participation in the Health and Human Service (HHS) professions remains limited. This study explores the perspectives of individuals in the HHS sector regarding inclusion-related barriers and facilitators. We found three mechanisms that marginalize disabled people in HHS education and professions: dominant disabling discourses; discriminatory design within programmes and universities; and oppressive interactions. The inclusion of disabled individuals is vital for ensuring HHS professionals represent the populations they serve. By challenging the views of educators, professionals, and scholars, these findings may become part of the foundation upon which change can be created.     

‘The silence is roaring’: sterilization,reproductive rights and women with intellectual disabilities

This paper reviews the history of sterilization of women with intellectual disabilities, and considers its relevance to current practice regarding reproductive choice and futures. The paper provides an overview of published research on historical practices, focusing on the United Kingdom, the United States, Canada and the Nordic countries. Most of this research draws upon written records, centring on eugenics debates. However, emerging oral history testimonies gathered by the authors suggest that sterilization procedures were also conducted in the community, the result of private negotiations between parents and medical practitioners. The article presents these accounts and calls for an end to a ‘roaring silence’ on this issue. More empirical studies are needed to recover the experiences of women who have been sterilized and to explore how decisions about reproductive choice and capacity were made in the past and continue to be made today.     

‘A city is not a company,a flat is not a commodity’: urban movements and defenders of tenants’ rights in Poland

This article describes urban and tenant movements that have been created in Poland in response to the commercialization of urban space and the complete commodification of the right to housing. On the one hand, spatial segregation in Polish cities was fully approved by the state; on the other hand, it became a source of income for new owners of acquired buildings, who often used criminal methods to intimidate tenants. Brutal evictions encountered social resistance from the emerging tenant movement, non-institutionalized left-wing communities and endangered tenants, who were often pensioners and members of the lower classes. The author mentions undertaken and possible methods of social self-defence such as eviction blockades and rent strikes. He also raises the question of whether urban movements can become part of a broader social movement for systemic change.     

‘He was a secret’: family narratives and the institutionalization of people with intellectual disabilities

This article examines family narratives concerning the existence of an institutionalized family member with an intellectual disability. A research study investigating the experiences of institutional survivors and members of their families in post-World War II Ontario, Canada reveals ambiguous family narratives in which the story of an institutionalized family member with an intellectual disability was absent or uncertain. Secretive family narratives and their impact on family life are discussed from the perspectives of siblings of institutional survivors. Drawing from narrative enquiry literature, the potential repercussions of false or ambiguous narratives on the lives of people with intellectual disabilities are also examined.     

‘The seal of approval’: referring adults with intellectual disabilities and challenging behaviour to community learning disability teams

This article describes a study that involved interviewing eight managers of residential services, who have made referrals to community learning disability teams (CLDTs) for challenging behaviour. Thematic analysis and a critical perspective are combined to analyse and interpret what referrers said about the process of the referral. The study found that managers referred people with intellectual disabilities to the CLDT primarily in order to manage organisational problems rather than to directly manage challenging behaviour. The referrals enlisted the services of professionals to legitimise the residential services, to confirm their practices and to provide credibility to existing decisions by managers. In referring a man or woman with intellectual disabilities to the CLDT, the managers submit themselves, their staff and the person with the intellectual disabilities to the power of the health and psy-complex professionals.     

‘It’s not my problem’: exploring lecturers’ distancing behaviour towards students with disabilities

While conducting a qualitative study on the e-learning needs of students with disabilities at a South African university, the responses from some of the lecturers indicated that they distanced themselves from the responsibility of providing learner support to students with disabilities. These participants displayed a lack of involvement with the students and tended to transfer their responsibilities to support services on campus, such as the Unit for Students with Disabilities. In essence, this means that the creation of an inclusive learning environment at this campus remains elusive, thus frustrating the learning of students with disabilities in particular. Although the necessity of institutional policies is not refuted, we argue that personal responsibility is essential in bringing about inclusive campuses. Factors contributing to the shifting of responsibility will consequently be explored and ways in which lecturers can be supported to provide enriching learning experiences for all students will be suggested.     

Walking small with ‘Paul’, a man with ‘severe learning difficulties’: on (not) passing in purportedly public places

This article primarily accounts for walks taken in purportedly public places with ‘Paul’, a middle-aged man who is currently diagnosed as having ‘severe learning difficulties’. These walks offer windows into the ways in which dis/ableist discourses and the powerful abstractions they produce descend to the level of practice, seeping into seemingly innocuous spaces, and the interactions and subjectivities therein. Through these encounters, persons become complicit in the production, maintenance and reinforcement of non-disabled (or abled)/disabled identities. This article nevertheless attempts to destabilize and defetishize the ontological categories that these encounters realize, and to recognize the vitality and presence set aside or concealed behind these concepts.     

Solicitors’ experiences of representing parents with intellectual disabilities in care proceedings: attitudes,influence and legal processes

This paper reports on an exploratory study of the role of solicitors acting for parents with intellectual disabilities (ID) in public law proceedings. The paper draws on in-depth interviews with 11 solicitors and a subsequent focus group in which the interview findings were presented and reflected on by six of the eleven participants. Two of the five themes that emerged will be discussed here. They are entitled ‘Attitudes and Influence’ and ‘Legal Processes’ and concern the attitudes and influence of those involved in assessing, supporting and representing parents with ID and the care proceedings processes encountered by parents with ID.     

‘I shouldn’t be living there because I am a sponger’: negotiating everyday geographies by people with learning disabilities

Learning disability policy has for some time been framed by the goal of inclusion which purports to enable people with learning disabilities to lead a ‘life like any other’ person. This article examines the extent to which this is the case in England, by tracing the lived experiences of people with learning disabilities within their communities. The article draws on two interlinked qualitative studies involving interviews that examined their local place-based experiences of inclusion and exclusion. The findings reveal ‘moments of inclusion’ and opportunities for social encounter from peer support, but these were situated amidst wider experiences of exclusion and harassment.     

‘If I were given the chance’: understanding the use of leisure time by adults with learning disabilities

Despite UK government policy emphasising the rights and choices of people with learning disabilities, opportunities to choose fulfilling leisure activities remain severely constrained. Following a brief literature review we present a co-inquiry study developing a deeper understanding of the persistent space between actual and desired use of leisure time. We explore the potential of the capability approach to aid understanding of learning disabled people’s constrained choices of leisure activities, and constrained roles as researchers, as matters of human rights and social justice.     

‘I do like the subtle touch’: interactions between people with learning difficulties and their personal assistants

Disabled people have often been denied choice and control in their lives. Although direct payments promise to deliver autonomy for disabled people, much depends on the way direct payments employers and personal assistants handle their interactions. These matters are particularly important for people with learning difficulties, who have routinely been restricted and controlled by their support staff. This paper presents an analysis, based on video material, of interactions between people with learning difficulties and personal assistants. The paper examines how difficult tasks, such as giving advice, can be accomplished in ways that people with learning difficulties find acceptable. Successful interactions are built on sensitivity to the wishes of the person, on a moment by moment basis. It is important that both parties coordinate their body language, humour and timing to demonstrate a close and friendly relationship, which is both professional and on the terms of the direct payments employer.     

‘Some people are not allowed to love’: intimate citizenship in the lives of people labelled with intellectual disabilities

Disability helps us think differently about the ‘ideal’ neoliberal-able citizen who may not equate to ideas of productive, sexual, ‘normal’. Intimate citizenship – our rights and access to intimacy – is often ignored by those working with people labelled with intellectual disabilities and in research. In this article, we discuss the outcome of a dialogue between self-advocates labelled with intellectual disabilities, academics, service providers, Aboriginal leaders, students and artists about intimate citizenship through love, intimate work and consumption.     

‘Keeping it straight’ what do South African queer youth say they need from sexuality education?

Drawing on Rich’s [Rich, A. 2004. “Reflections on ‘Compulsory Heterosexuality.’.” Journal of Women's History 16: 9–11; Rich, A. 1980. “Compulsory Heterosexuality and Lesbian Existence.” Signs: Journal of Women in Culture and Society 5: 631–660] conceptualization of heterosexuality as an institutionalized and compulsory system that supports gender and sexuality inequality, this paper answers the following questions – how do queer youth take up, question and say what they need from sexuality education. The study is based on in-depth interviews with 19 queer learners, aged between 16 and 19 years and living and schooling in the Free State Province, South Africa. This paper contends that what queer youth say need from sexuality education is a curriculum that – recognizes sexuality diversity; is without assumptions about their sexual experience or lack of it and does not focus solely on associating non-normative sexualities with issues of disease, deviance and danger. The findings highlight the inescapable power of compulsory heterosexuality and its perilousness and argue for a more defined and inclusive sexuality education curricula framework.     

Siblings of People with Disabilities’ Explicit and Implicit Disability Attitude Divergence

Siblings of people with disabilities have more exposure to people with disabilities than most nondisabled people, uniquely positioning them toward disability, yet less is known about how this might impact their attitudes. This study examined siblings’ disability attitudes by determining siblings’ explicit and implicit disability bias, mapping their 2-dimensional prejudice, and examining theoretical variables that might be relevant to their attitudes. To do so, the Disability Attitudes Implicit Association Test, the Symbolic Ableism Scale, and survey questions were administered to 48 siblings. Findings revealed the majority of the siblings implicitly preferred nondisabled people, despite reporting low levels of explicit attitudes.     

‘Life is a state of mind’ – on fiction,society and Trump

The article undertakes an allegorical double reading of Being There and Trump as instances of what we call socio-fiction. Crucially in this respect, reality and fiction are not two opposed realms. The two realms always interact in subtle ways, which is why cinema can be a resource for diagnostic social analysis. We first articulate a general commentary on the relationship between cinema and society, introducing the concept of ‘socio-fiction’. Secondly, we analyse Peter Sellers’ Being There, an interesting film focused on the relationship between reality and fiction. In this analysis, we elaborate on different ways of approaching fiction in a sociological prism. And finally, we discuss Trump as a fallout effect of Being There. After all, a film is not just an image of a reality, a shadow or appearance of a social fact; sometimes the reality itself seems to have become an appearance of an appearance, a shadow of a shadow.     

‘Care is not a dirty word!’ Enacting an ethic of care in social work practice

While ‘care’ has been positioned as a core value of the social work profession since its inception, the increasing influence of neoliberal rationalities have placed care on the periphery of social work theory and practice. Social work scholars have promoted the incorporation of ethic of care theory into direct social work practice as a means of countering the effects of a context that is antithetical to caring practice. I present findings from my Australian study, providing an original contribution by presenting concrete understandings of how social workers enact care in everyday direct social work practice. The study was guided by a grounded theory approach. Fifteen social workers were interviewed using a semi-structured interview schedule. The interviews were analysed using constructivist grounded theory techniques. ‘Meeting needs’, ‘just being there for clients’, ‘building relationships with clients’, and ‘going the extra mile’ were some of the ways that participants demonstrated care in their practice. Constraints on care were challenged and resisted by ‘taking a stand’, ‘bending the rules’, ‘picking battles’, ‘justifying care’, and ‘taking risks’.     

Performing the ‘wounded Indian’: a new platform of democracy and human rights in Bolivia’s autonomy movement

This article examines Right-wing political performances in the Bolivian Eastern lowlands where regional elites claim to be living under the authoritarian dictatorship of Left-leaning President Evo Morales. We analyse how regional elites advocate for political autonomy through embodied and spectacular performances linked to discourses of indigeneity, human rights and democracy. Right-wing leaders try to legitimise their claims for justice and territorial control by strategically aligning themselves with lowland ‘Indians’ – who are equally wounded by Morales’s plan to run a massive highway though their communities and territories. Through theatrical exhibits in the plaza and a spectacular assembly spotlighting an indigenous representative as an emblematic hero of TIPNIS, regional elites perform a shared history of marginalisation, while simultaneously presenting themselves as ‘saviors’. We argue, however, that there is a dark side to these performances, as they elide long histories of racialised labour and economic injustice in the region.     

‘We do not talk about these things’: the promises and challenges of reflective thinking and controversial issue discussions in a Chinese high school

Broaching controversial issues with critical reflective thought is integral to a democratic education and during the past few decades China has gradually reconceptualized its moral education curricula toward this end. Therefore, this study sought to explore the extent to which controversial issues are addressed and reflective thinking is developed within one Chinese high school’s moral education classroom. Drawing on student interviews, this study found that, similar to democratic countries, students were afforded few occasions for doubt and reflective thought due to habits of dualistic thinking, traditions within curriculum and instruction, and parental roles in moral upbringing.     

‘A person with some sort of learning disability’: the aetiological narrative and public construction of Susan Boyle

Susan Boyle’s audition for the television talent competition Britain’s Got Talent attracted global attention and widespread media discourse. In this article, I would like to examine this discourse to consider how Boyle’s success troubles conventional constructions of both learning disability and celebrity.

I extend Ciara Evans’s recognition that learning disability is invisible to reflect on the media responses to Boyle’s impairment. This reflection notes that even within Boyle’s own discourse, she is loosely positioned as having ‘some sort of learning disability’.

Detailed attention is given to the aetiological account of the ‘brain damage’ Boyle ‘suffered’ at birth. The analysis will consider the correlation with scientific discourse, trauma theory and the imposed biography to suggest that the construction of Boyle as both contained and unpredictable is already implicit in the aetiological narrative.