On the subject of:
"I could be wrong here, but I'm thinking there's a subtile difference
between the Elliot and Disability simulation. Elliot (which is
problematic, but I haven't thought this all the way through). Anyhow,
the
"eyes" exercise is sometimes given a certain context -- the social
history
of Nazi Germany, or some such -- a "common" knowledge among many
audience
members."
The not so common knowledge about the story of nazi Germany is that
disabled people were the first to "test out" the gas chambers.
Hugh Gallagher's book "By trust betrayed" deals solely with the T4
programme and the children's programme connected to it.
At the Nuremberg Doctor's Trial the chief of the programme Herr Doktor
Karl Brand used the same mercy-killing argument people use in today's
court system; the difference being he hung for it while people today
.....
Gita Sereny claims, in her book "Into that darkness", that the T4
programme actually functioned as a teaching programme for the head staff
later to run the extermination camps.
You could also check out Robert Lifton's "The Nazi doctors, medical
killing and psychology of genocide"
Then on:
"...why simulate to get understanding ?? - why not get people to draw on
life events that created feelings of exclusion, difference, etc - most
people experience these things to a greater or lesser degree at some
point in their life."
Do you actually mean that there's a similarity between experiencing
institutionalised structural discrimination and for example feelings of
difference during puberty that is close enough for privileged people to
understand?
And I am not suggesting we should simulate/reproduce difference I am
suggesting that we should simulate the situation creates by that
discrimination.
I am signing off now before I write something I'll regret.
Alright ... start slashing.
Susanne Berg
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