Bøker i Interdisciplinary Disability Studies-serien

The United Nations Convention on the Rights of Persons with Disabilities is the only UN treaty in which the people who are its target, that is disabled people, were actively involved in its drafting. This book focuses on the participation rights of the disabled child with regard to health, education, homelife and relationships.

Contemporary human rights discourses problematically co-opt disabled bodies as 'evidence' of harms done under capitalism, war, and other forms of conflict, while humanitarian non-governmental organizations often use disabled bodies to generate resources for their humanitarian projects. It is the connection between civil rights and human rights.

This book elaborates on global disability rights that encompass pertinent and emerging themes such as disability rights, globalization, inequalities, international cooperation and representation.

This book explores the diverse ways in which disability activism and advocacy are experienced and practiced by people with disabilities and their allies.

Identity (Re)constructions After Brain Injury: Personal and Family Identity investigates how being diagnosed with acquired brain injury (ABI) impacts identity (re-)construction in both adults with ABI and their close relatives.

Interdisciplinary Approaches to Disability challenges people in disability studies as well as other disciplinary fields to critically reflect on their professional praxis in terms of theory, practice, and methods.

This is the first book to explore how far disability, as a social identity, challenges dominant understandings of rurality, identity and belonging. Exploring particularly the ways in which bodies are given meaning and value in relation to core ethical rural considerations associated with physical strength, productivity, and social reciprocity. Using lived experience of people with disabilities through the use of life history methodologies, it goes beyond conventional notions of rurality through grounding its analysis in a range of disability spaces and places and including the work of disability sociologists, geographers, cultural theorists and policy analysis.

This collection identifies the key tensions and conflicts being debated within the field of critical disability studies and provides both an outline of the field in its current form and offers manifestos for its future direction.

This book pulls together essays from a diverse group of well-qualified international scholars who are also teachers with disabilities. The scholars represent a broad spectrum of disabilities and academic disciplines and the chapters interrogate the experience of living and working as teachers who have different disabilities¿both visible and invisible.

In this ground-breaking book, Jenny Slater uses the lens of ΓÇÖthe reasonableΓÇÖ to explore how normative understandings of youth, dis/ability and the intersecting identities of gender and sexuality impact upon the lives of young dis/abled people. Although youth and disability have separately been thought within socio-cultural frameworks, rarely have sociological studies of ΓÇÖyouthΓÇÖ and ΓÇÖdisabilityΓÇÖ been brought together. By taking an interdisciplinary, critical disability studies approach to explore the socio-cultural concepts of ΓÇÖyouthΓÇÖ and ΓÇÖdisabilityΓÇÖ alongside one-another, Slater convincingly demonstrates that ΓÇÖyouthΓÇÖ and ΓÇÖdisabilityΓÇÖ have been conceptualised within medical/psychological frameworks for too long. With chapters focusing on access and youth culture, independence, autonomy and disabled peopleΓÇÖs movements, and the body, gender and sexuality, this volumeΓÇÖs intersectional and transdisciplinary engagement with social theory offers a significant contribution to existing theoretical and empirical literature and knowledges around disability and youth. Indeed, through highlighting the ableism of adulthood and the falsity of conceptualising youth as a time of becoming-independent-adult, the need to shift approaches to research around dis/abled youth is one of the main themes of the book. This book therefore is a provocation to rethink what is implicit about ΓÇÖyouthΓÇÖ and ΓÇÖdisabilityΓÇÖ. Moreover, through such an endeavour, this book sits as a challenge to Mr Reasonable.

This is the first book of its kind to feature interdisciplinary art history and disability studies scholarship. Art historians have traditionally written about images of figures with impairments and artworks by disabled artists, without integrating disability studies scholarship, while many disability studies scholars discuss works of art, but do not necessarily incorporate art historical research and methodology. The chapters in this volume emphasize a shift away from the medical model of disability that is often scrutinized in art history by considering the social model and representations of disabled figures from a range of styles and periods, mostly from the twentieth century. Topics addressed include visible versus invisible impairments; scientific, anthropological, and vernacular images of disability; and the theories and implications of looking/staring versus gazing. They also explore ways in which art responds to, envisions, and at times stereotypes and pathologizes disability. The insights offered in this book contextualize understanding of disability historically, as well as in terms of medicine, literature, and visual culture.

This groundbreaking text makes an intervention on behalf of disability studies into the broad field of qualitative inquiry. Ronald Berger and Laura Lorenz introduce readers to a range of issues involved in doing qualitative research on disabilities by bringing together a collection of scholarly work that supplements their own contributions and covers a variety of qualitative methods: participant observation, interviewing and interview coding, focus groups, autoethnography, life history, narrative analysis, content analysis, and participatory visual methods. The chapters are framed in terms of the relevant methodological issues involved in the research, bringing in substantive findings to illustrate the fruits of the methods. In doing so, the book covers a range of physical, sensory, and cognitive impairments. This work resonates with themes in disability studies such as emancipatory research, which views research as a collaborative effort with research subjects whose lives are enhanced by the process and results of the work. It is a methodological approach that requires researchers to be on guard against exploiting informants for the purpose of professional aggrandizement and to engage in a process of ongoing self-reflection to clear themselves of personal and professional biases that may interfere with their ability to hear and empathize with others.

This is the first book to explore how far disability challenges dominant understandings of rurality, identity, gender and belonging within the rural literature. The book focuses particularly on the ways disabled people give, and are given, meaning and value in relation to ethical rural considerations of place, physical strength, productivity and social reciprocity. A range of different perspectives to the issues of living rurally with a disability inform this work. It includes the lived experience of people with disabilities through the use of life history methodologies, rich qualitative accounts and theoretical perspectives. It goes beyond conventional notions of rurality, grounding its analysis in a range of disability spaces and places and including the work of disability sociologists, geographers, cultural theorists and policy analysts. This interdisciplinary focus reveals the contradictory and competing relations of rurality for disabled people and the resultant impacts and effects upon disabled people and their communities materially, discursively and symbolically. Of interest to all scholars of disability, rural studies, social work and welfare, this book provides a critical intervention into the growing scholarship of rurality that has bypassed the pivotal role of disability in understanding the lived experience of rural landscapes.

This groundbreaking text makes an intervention on behalf of disability studies into the broad field of qualitative inquiry. Ronald Berger and Laura Lorenz introduce readers to a range of issues involved in doing qualitative research on disabilities by bringing together a collection of scholarly work that supplements their own contributions and covers a variety of qualitative methods: participant observation, interviewing and interview coding, focus groups, autoethnography, life history, narrative analysis, content analysis, and participatory visual methods. The chapters are framed in terms of the relevant methodological issues involved in the research, bringing in substantive findings to illustrate the fruits of the methods. In doing so, the book covers a range of physical, sensory, and cognitive impairments. This work resonates with themes in disability studies such as emancipatory research, which views research as a collaborative effort with research subjects whose lives are enhanced by the process and results of the work. It is a methodological approach that requires researchers to be on guard against exploiting informants for the purpose of professional aggrandizement and to engage in a process of ongoing self-reflection to clear themselves of personal and professional biases that may interfere with their ability to hear and empathize with others.

By taking an interdisciplinary, critical disability studies approach to explore the socio-cultural concepts of 'youth' and 'disability' alongside one-another, the author convincingly demonstrates that 'youth' and 'disability' have been conceptualised within medical/psychological frameworks for too long.

This is the first book of its kind to feature interdisciplinary art history and disability studies. Moving away from the medical model of disability that is often scrutinized in art history, the book considers the social model and representations of disabled figures. Topics addressed include visible versus invisible impairments; scientific, anthropological, and vernacular images of disability; and the implications of looking/staring versus gazing. Disability and Art History explores ways in which art responds to, envisions, and at times stereotypes and pathologizes disability, and aims to contextualize disability historically, as well as in terms of medicine, literature, and visual culture.