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Introduction This article seeks to acknowledge how disabled people 2 navigate and counter how society makes them feel about their difference. To this end, I introduce two converse yet complementary feeling strategies promoted in Disability Studies: cripping and reclaiming . Cripping invites us to feel proud about disability, whereas reclaiming acknowledges the hurtful feelings that, at times, belong to the disability experience. The following sections will elaborate on what those two feeling strategies do, the utopian hopes attached to them, their major
89 Families, Relationships and Societies • vol 8 • no 1 • 89–104 • © Policy Press 2019 Print ISSN 2046 7435 • Online ISSN 2046 7443 • https://doi.org/10.1332/096278917X15015139344438 Accepted for publication 22 July 2017 • First published online 02 August 2017 article Comparative life experiences: young adult siblings with and without disabilities’ different understandings of their respective life experiences during young adulthood Ariella Meltzer, a.meltzer@unsw.edu.au University of New South Wales, Sydney, Australia Research shows that siblings of people
, pain medication or to throw up, or all of the above. But why was a five-year-old doing this? Perhaps this is partly explained by the social aspects surrounding disability in Mexico. In this country, the care of people with disabilities is characterised by inequalities. Three disability models can be located. First, the charity model identifies disabilities with imperfections, impurities, God’s rage and the expiation of sins. This model has, on the one hand, the Christian discourse of compassion and, on the other, exclusion and punishment as people with
to childhood disability and mental health in South Africa, with an emphasis on developing psychosocial understandings of physical disability, mental health, childcare, poverty, service learning and the interrelationships between each of these. Kretchmar ( 2001 : 5) describes service learning as follows: ‘Fundamentally different from volunteer work, service learning emphasizes reciprocity by creating a learning opportunity for students while also serving the needs of a community group or agency. Both elements—service and learning—are highlighted.’ The course focuses
a ; 2013b ), particularly in relation to how this is useful within the context of disability and chronic illness ( Richards, 2008 ; Nowakowski, 2016a ; 2016b ), and the importance of relationships and how the intimate pedagogy explored within this special issue offers students and teaching staff a space for much-needed care, solidarity and connection. The narratives offered have been created by drawing on memory and in conversations with my mum whilst recounting and writing about our adventures in mothering, daughtering and intensive caring. Intensive
Emotions, the Thematic Network on Disability (RETEDIS) of the University of the Republic, and the Study Group on Disability (GEDIS), which covers several university centres in the country. A number of works from various disciplinary perspectives have been published on the subject of disability and the disciplining of bodies through psychotropic drugs: Adriana Cristóforo and Mañuel Muniz, and Javier Romano Silva (University of the Republic - Uruguay ) from the field of psychology; and especially Maria Noe Míguez University of the Republic, from the field of social
deployed in the service of pedagogic rather than therapeutic aims. The first three articles offer biographical experiences that share some commonalities. The theme of disabilities features in all three, although experienced from different positions: sibling, daughter and protagonist. In two of these there is an aspect of becoming a parental child when a family member is disabled and of experiencing ‘courtesy’ stigma. The third speaks to the particular ways by which mother and child become a unit of survival in a childhood mostly spent in hospital settings. What emerges
responsibility negates the kind of relational responsibility ( McNamee and Gergen, 1999 ) we conceive psychosocial justice emboldens. This point is also drawn out in distinctions made between inclusive and special education. Debate continues to rage regarding prospects for inclusive education when special education – that is, separate dedicated schools or segregated units within schools designed for students presenting with various disabilities – continues to exist ( Slee, 2011 ; Goodley, 2014 ; Whitburn, 2017 ). Jane, a teacher at Parkville College, succinctly made the
provided by RN11 was Yvonne Wechuli (University of Cologne) for her paper ‘Between cripping and reclaiming. Epistemological implications for disability studies’. Two other papers were considered to be of high quality: Gözde Cöbek (Koç University) for her paper ‘What affect proposes: swiping as a bodily practice’, and Rotem Leshem and Rakefet Sela-Sheffy (Tel Aviv University) for their paper ‘Affect, ethnic boundaries and social mobility. Transforming identities in the acculturation of Ashkenazi immigrants in Israel’. After mentoring by the journal editors and the board
the individual BNIM-based case presentation from it (Aoife’s case). The central research question is identified in the PhD as follows: ‘How have intellectually disabled young people, and their families, who avail of services from the disability sector, experienced the economic downturn?’ ( Flynn and McGregor, 2018 : 61). Part of the PhD case presentation needs to be provided in some length and the following is from a published article. Both mother (Aoife) and son (Breandan) were interviewed for the study. Soon after the impact of recession in 2008, Breandan
