An education and negotiation of differences: the ‘schooling’ experiences of English-speaking Canadian children growing up with polio during the 1940s and 1950s

In this paper we present oral narratives focusing on schooling experiences of Canadians who lived with polio as children between 1940 and 1959. We argue that disabled students with polio received an education about the differences ascribed to them by individuals in authority (teachers, principals), by other young people, and through the dominant negative discourses of polio and normalizing, ableist practices of schooling. Using narrative accounts from participants’ interviews, we analyze their school experiences of difference: inaccessible physical and temporal spaces, bullying at school, exclusion from classes, and negotiating youth culture related to shoes, clothes and friendships. However, participants were not passive and they discussed how, along with families, they negotiated and occasionally defied normalizing processes. This research gives voice to a generation of disabled English-speaking Canadians, whose stories about school have not been heard before.     

‘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.     

Teaching Disability History: The Case of Franklin Delano Roosevelt

Abstract

This article addresses the teaching of disability history, specifically concerning the historical figure of Franklin Delano Roosevelt (FDR). Drawing upon literature from multicultural education, disability history and disability studies in education (DSE), the authors discuss historical content and teaching ideas for instruction about FDR. The authors present findings from a content analysis of six middle level and secondary United States history textbooks, noting unanimous coverage of FDR’s disability resulting from polio. These textbooks noted how he overcame his disability and strengthened his character, referenced his decision to conceal his disability, and quoted FDR directly regarding his disability. The authors follow this analysis with discussion of several middle and high school teaching ideas that might augment textbook coverage and representation about FDR. This article explores how teachers of United States history might further develop their teaching of history through the inclusion of disability history within the context of a famous historical figure.     

The “ethical loneliness” of male sexual violence survivors in Northern Uganda: gendered reflections on silencing

In this article, I explore the gendered silencing of conflict-related sexual violence against men and of male survivors’ lived realities in Northern Uganda using the frame of masculinities. Utilizing Stauffer’s conceptual framework of “ethical loneliness,” I elucidate how male survivors’ experiences of sexual violence are characterized by various layers of externally imposed silences by different actors and institutions often over decades. I demonstrate that the harms experienced by survivors in Northern Uganda are characterized by silence, isolation and abandonment, “compounded by the cruelty of wrongs not being heard” and constituted through multiple rounds of neglect. Exemplified through the narrative of a male survivor, I argue that in particular, the externally imposed silencing by institutions designed to listen entrenches further harms. I unpack how these layered silences are gendered and conditioned by socially constructed incompatibilities between masculinities and vulnerabilities, which disallow men to openly speak about their sexual violations and to seek services and support. Working with the concept of “ethical loneliness,” I propose a novel theoretical framework for analyzing the effects of externally imposed and gender-specific silencing with wider utility beyond male sexual violence, applicable to survivors of political and wartime gendered violence more broadly.     

Looking for a ‘cure’: negotiating ‘walking’ in a Turkish rehabilitation hospital

This article explores discourses surrounding ‘walking’ in a Turkish rehabilitation hospital and their impact on in-hospital relationships, patients’ attitudes towards disability, and constructions of ‘bodily normality’. Interviews were conducted with 29 patients, 11 medical personnel, and two non-medical personnel. Three categories of discourses emerged. First, hope for walking is kept alive in doctor–patient relationships, either through a state of silence on the matter or an emphasis on time, determination, and faith in God. Second, patients are virtually assured of the retrieval of walking, mostly through interactions with fellow patients and their accompanying family members (refakatçis). Third, a possible non-walking future is highlighted, either within a framework closer to a disability rights perspective or through an emphasis on gratitude. Diverse discourses on walking emerge due to the informality of in-hospital practices. Still, the ‘normal body’ is predominantly reproduced as the ‘walking body’. Thus, patients refuse discharge before regaining the ability to walk.     

‘It didn’t come up on my radar’: an examination of students’ orientation toward disability justice in the US

Abstract

While social justice is a well-recognized concept, it is less frequently examined through the lens of disability. In order to address existing gaps within social justice education, this qualitative case study investigates how participation in a semester-long Introduction to Disability Studies (IDS) course affected students’ orientation toward disability justice, or the conception of disability as an issue of social justice. The framework underpinning this research merges Cipolle’s theory of critical consciousness development with disability-based constructs. Findings reveal that participation in IDS allowed participants to develop an awareness of their ability privilege, understand the experiences of peers with disabilities, increase their social awareness of disability, and consider their work as disability allies. This article concludes with recommendations for social justice educators who are interested in applying disability justice practices.     

Gender and Disability in Male‐Dominated Occupations: A Social Relational Model

Evidence from male‐dominated sectors points to high levels of disability and the disabling nature of working environments. However, research of this nature assumes a medical model of disability that does not account for the social construction of disability or the lived experiences of disabled employees. Using data from seven focus groups (n = 44) and semi‐structured interviews with professional transport employees with life‐long hidden ‘impairments’, including dyslexia, dyscalculia, dyspraxia, ADD/ADHD and Asperger syndrome (n = 22), this paper explores the lived experiences of men and women working in a sector traditionally dominated by men, the transport industry. Key themes include homosociality, public–private divide and the impact of changing work practices. Further, the data revealed how those with hidden ‘impairments’ in part construct their identities in relation to both non‐disabled colleagues and those considered stereotypically representing disability (wheelchair users). This study furthers understandings of the relationality of gender and disability in the workplace, and the lived experiences of disabled employees.     

Policing a menstrual monster: how working class girls discuss their menstrual reactions and experiences

Much of the research on menarche and menstruation has been conducted with white, middle-class, heterosexual participants. The purpose of this study was to investigate among a group of urban, working-class participants how social identities shape girls’ construction of their preparation for menarche, emotional responses to the event, and subsequent menstrual maintenance practices. Fifteen adolescent girls (ages 11–16) participated in flexible in-depth interviews meant to explore their family and life history, their menarcheal experiences and menstrual practices, and transition to womanhood more broadly. Thematic analysis of the data revealed three significant themes highlighting how participants made sense of menstruation. Participants discussed a culture of silence around menstruation which contributed to their feeling poorly prepared for menarche; noted negative and uncontrollable emotional reactions to menstruation; and expressed embodied suffering and efforts to engage in self-policing in order to take back a perceived loss of control of their bodies. It is argued that more research taking into consideration how social identities can impact the experience of menarche is needed to create sensitive and informed education that targets the unique needs of working-class adolescents.     

Deconstructing language practices: discursive constructions of children in Individual Education Plan resource documents

Although Individual Education Plan (IEP) resource documents in Ontario, Canada aim to assist children in achieving their special educational goals, a point of disjuncture exists between the documents’ intentions and children’s actual experiences. Addressing this issue is crucial in preventing inequity and fostering educational development and social well-being for children. We employ critical discourse analysis informed by disability theory to deconstruct the language practices used to conceptualize children in IEP resource documents. Our purpose is to question the underlying assumptions regarding representations of children and illuminate the potentially harmful consequences of such conceptions. We expose the presence of both neutral and harmful language practices and consider how such language may shape the way the documents translate from policy to practice. This study offers a model through which the language of other special education documents can be critically evaluated and proposes potential avenues for creating documents that avoid disabling children further.     

Radicalising ‘disability’ in conflict and post-conflict situations

In this article, a radical social model of disability lens is taken to illustrate what counts as ‘disability’ within a neoliberal mindset. The South African and disabled activist Vic Finkelstein describes both an ‘outside-in approach’ that looks at the material conditions of how ‘disability’ is constructed and an ‘idealist’ ‘inside-out’ approach, or how people describe experiences of inequality and disablement. The ‘outside-in’ approach is where the focus of a social model of disability should be in terms of trying to understand how global capitalism or neoliberalism is (dis)ablest and creating impairment. The ‘inside-out’ approach is ‘idealist’ and where the other ‘components’ of the model such as ‘rights’ are located. This article begins with an overview of the relationship between disability and conflict. The article then moves to an inside-out framework to examine how disability is still viewed and created through a medical humanitarianism. Using an outside-in framework, I illustrate how states become disabled through neoliberalism. Lastly, I discuss how ensuring greater participation and rethinking neoliberalism in terms of sustainability may provide us with a way forward in a humanitarian setting and rethinking of disability.     

Disabled men and fathering: opportunities and constraints

Over the last decade in the UK and elsewhere, fathers have become a visible presence in research and social welfare policy and practice agendas. While there is an increasing awareness of the heterogeneity of fathering contexts and experiences, disability as a dimension of difference among fathers has received little attention. This is so across all relevant bodies of research, including those on fathering, masculinities, disability, and parenting. In this paper, we seek to contribute to filling this gap by exploring the experiences of disabled men in relation to their fathering experiences. We draw on the findings from two qualitative research projects conducted in the UK, one on the experiences of disabled parents (mothers and fathers), the other on the experiences of disabled fathers. The findings suggest that the experience of impairment and disability positions men in relation to fathering in ways which can be both constraining of their fathering practices, as well as opportunistic in terms of re-articulating more ‘traditional’ fathering identities and practices. We suggest that while disability intersects with other important social divisions, there is a need for further research focused on the shared experiences of disabled fathers, particularly to inform family and child welfare policy and practice agendas.     

Through their eyes: seeing experiences of settlement in photographs taken by refugee background youth in Melbourne,Australia

Although ‘refugees’ are frequently represented in visual media, it is predominantly as the central subject matter and rarely are they positioned as the photographers of their own journeys. In this article, we present photographic images that have been taken by refugee background youth portraying their experiences of the first years of settlement in Australia. We consider how, in our longitudinal research conducted with 120 refugee background youth, visual materials can provide equally important yet different insights in comparison to written or spoken narratives on the experiences of refugee settlement. Through an examination of the photograph’s visual content, we explore the ways in which they portrayed their early experiences of external suburban settlement environments and their depictions of interior spaces and home-making practices. We discuss how these visual insights capture an alternative way of seeing the experiences of becoming at home as the youth become emplaced post-resettlement in Australia. We argue that the photographs taken by these refugee background youth illustrate how visual methods and materials can provide equally important but often overlooked insights into early settlement experiences. Importantly, the photographic images offer a way of portraying the people, places and sentiments that are central to the everyday lives of refugee background youths in ways that oral and written narratives cannot.     

Telling stories for a politics of hope

This paper is about listening to voices from an excluded past. The oral history of disabled people challenges accepted, formal history, the history from dominant voices well established in unequal power relations. The paper draws on an oral history project conducted with over 60 visually impaired people who gave detailed accounts, telling stories of their experiences of education. This oral history research was carried out through the medium of the interview. The analysis covers school life, focusing on the recurring themes of abuse and friendships. The paper then turnd to relationships with family and community, and how participants placed schooling within the broader context of their lives. These stories are a small part of the history of disabled individuals' exclusion within which, as we hope to demonstrate, the chinks of collective light were born.     

Pioneering Health Care for Children with Disabilities: Untold Legacy of the 1916 Polio Epidemic in the United States

In 1916, the United States experienced its first polio epidemic, resulting in 6,000 deaths and 21,000 injured individuals. Medical practices were ill prepared to stop the disease and treat survivors. Historians have documented the creation of the polio vaccine during the 20th century, but less is written about efforts to provide rehabilitation services to children afflicted with polio. This research looked at Polio After-Care Committees, a new form of community practice that provided care to children with disabilities. The Committees worked to change community-level systems of care while providing medical care, demonstrating that new forms of community-based service organization could reach children.     

Policy and the Pregnant Body at Work: Strategies of Secrecy,Silence and Supra‐performance

This article considers how women manage their pregnant bodies at work. Through netnographic research and drawing upon feminist discussions of the leaky pregnant body, I examine the experiences of US and UK women who correspond on interactive websites or chat rooms. Drawing upon ‘expert advice’ and the experiences of employed pregnant women in this study, I suggest that the bodily manifestations of pregnancy are taboo in some workplaces. I note how these women did not appear to draw upon policy as a resource for dealing with negative reactions to pregnancy from colleagues and employers. Instead, they tended to adopt strategies of secrecy, silence and supra‐performance in order to try and blend in. In the context of these strategies, I demonstrate how women's attempts to manage and control their bodies are severely compromised during pregnancy, when the body may be leaky and unpredictable.     

Experiencing parenthood,care and spaces of hospitality

Drawing on research conducted in Australia and the United Kingdom, this paper explores how parenting and care provision is entangled with, and thus produced through, consumption in hospitality venues. We examine how the socio‐material practices of hospitality provision shape the enactment of parenting, alongside the way child‐parent/consumer‐provider interactions impact upon experiences of hospitality spaces. We argue that venues provide contexts for care provision, acting as spaces of sociality, informing children's socialization and offering temporary relief from the work of parenting. However, the data also highlight various practices of exclusion and multiple forms of emotional and physical labour required from care‐providers. The data illustrate children's ability to exercise power and the ways in which parents’/carers’ experiences of hospitality spaces are shaped by their enactment of discourses of ‘good parenting’. Finally, we consider parents’/carers’ coping behaviours as they manage social and psychological risks associated with consumption in such public spaces of leisure.     

Explanatory models for disability: perspectives of health providers working in Malawi

Health providers’ understanding of disability determines how disabled people are treated, and hence it is imperative to address conceptualisations of disability, as this will contribute to better opportunities and realisation of human rights for disabled people. This article will use data from a qualitative study exploring conceptualisations of disability by 22 health service providers from the total health care system in Malawi, including the professional sector (e.g. medical doctors and nurses) and the folk sector (healers and indigenous practices). We will discuss how these perceptions influence the lives of disabled people, using the case of a health service user with physical and speech impairment as an example. Our data show that health providers largely conceptualise disability according to the medical model for disability, contributing to the exclusion of disabled people. The bio-psycho-social model for disability, largely absent as an explanatory model for disability among our informants, is the most inclusive and rights based.     

Straighten Up and Act Like a Lady: A Qualitative Study of Lesbian Survivors of Intimate Partner Violence

Although scholars have been studying domestic violence for decades now, it is only recently that domestic violence occurring in non-heterosexual relationships has received noteworthy attention. Several researchers have called for further study of lesbian intimate partner violence (IPV) and the experiences of lesbian survivors. This exploratory study was designed to uncover the experiences of lesbian survivors in regards to their background of violence, perception of lesbian community attitudes, and experience with seeking help. Using modified grounded theory, I was able to expose several recurring themes in the data, including the following: history of violence; gendered belief of violence; the reality of lesbian intimate partner violence; help seeking and the silence surrounding lesbian intimate partner violence in the lesbian community; and the roles of homophobia and heterosexism in lesbian intimate partner violence. Survivors repeatedly reported feeling silenced, isolated, and helpless due to the lack of acknowledgment of and support for lesbian survivors of intimate partner violence in their communities. The purpose of this study is to explore the experiences of women who have endured violence at the hands of their same-sex intimate partners.     

“As Far as They Knew I Came from France”: Stigma,Passing, and Not Speaking about the Holocaust

Today we recognize that storytelling plays an important role in helping survivors of traumatic episodes such as sexual abuse, military combat, or genocide refashion a sense of self and “work through” their traumatic experiences. But before the Holocaust was named and widely acknowledged and the diagnosis of post‐traumatic stress had emerged, survivors of Hitler's genocidal policies struggled to tell their stories in a world that did not particularly wish to hear them. While most accounts of Holocaust survivors’ postwar experiences focus on themes of redemption, adjustment, and integration, my analysis of interviews with Holocaust survivors suggests during their first two decades living in the United States they were often silenced by individuals they encountered. I use Goffman's analysis of stigma to document how and why this silencing occurred, and with what consequences, providing an account of the interactions survivors had with family members, neighbors and acquaintances, and the strategies of identity management that survivors devised.     

Young people’s drinking spaces and Im/Mobilities: a case of ‘hyper-diversity’?

This paper draws on a ‘palette’ of interdisciplinary methods to explore young people’s alcohol consumption practices and experiences in the hyper-diverse suburban locations of Chorlton and Wythenshawe, Manchester, UK. This paper contributes to literature on the emerging theme of hyper-diversity by exposing the heterogeneity of young people’s drinking experiences, with a focus on bars, pubs, streets and parks. I demonstrate how young people’s inclusion and exclusion from such spaces is bound up with the traditional identity markers of age, gender and class, alongside more performative, embodied, emotional and affective aspects; for instance, the atmospheres, smell and soundscapes of particular drinking spaces. More than this, the paper enhances understandings of hyper-diversity by elucidating the ways in which young people’s everynight alcohol-related mobilities and diversity interpenetrate each other. Through analysing young people’s alcohol consumption practices and experiences, I show how young people are hyper-diverse in terms of their alcohol-related lifestyles, attitudes, and activities.