Hello Vin,
I am slightly confused about some of your assumptions and the focus of your concerns. If you are referring to the title, content and terminology of the Journal I will leave that to the Editor to consider. However, if you are referring to our programme at the University of Manchester I think I should clarify a few points.
The BA in Learning Disability Studies has been running for over 10 years and was the first programme of its type in the UK. Its uniqueness relates to the fact that it is completely built upon a social model approach. The programme was designed in partnership with people with learning difficulties (including numerous representatives of People First) and continues to be managed and delivered in partnership with people with learning difficulties. All of our academic units are developed in discussion with the programmes Steering Committee that has always had a membership of over 50% people with learning difficulties and is chaired by a person with learning difficulties.
In addition to the management role, people with learning difficulties are very active in the delivery of lectures to students (various People First groups teach on our programme) and the co-production of knowledge through partnership research and publication. In relation to the title of the programme, 'Learning Disability Studies', it is specifically because of our commitment to the Social Model that the programme adopted this title. We are not interested in studying people with learning difficulties (as we are opposed to adopting an Individual Model Approach) however, we are concerned with studying Learning Disability Services and the Government's Learning Disability policy agenda. If we were to call our programme 'Learning Difficulties Studies' we would be implying that we believe that we should be studying people with learning difficulties and given that we spend much of our time challenging this approach that would be the last title we would adopt.
In regard to the Call for Papers, this was produced by the Steering Group who felt that it was important to use the term adopted by the Journal (and Government policy etc). However, we hope that a number of the articles submitted will indeed focus upon and problematis current deficit-based terminology (perhaps Vin you would like to submit an article on this subject?).
I do not want to speak for people with learning difficulties so I will leave it there but I will of course ensure that your comments are passed on to our Steering Group and I am sure they will contact you directly.
Craig Blyth
Lecturer in Learning Disability Studies
School of Education
Ellen Wilkinson Building
University of Manchester
Oxford Road
Manchester
M13 9P
Tel: 0161 275 3385
Fax: 0161 275 3548
-----Original Message-----
From: The Disability-Research Discussion List [mailto:[log in to unmask]] On Behalf Of Vin
Sent: 11 February 2011 12:45
To: [log in to unmask]
Subject: Re: call for papers - learning disability studies
it is just so sad and depressing that the Social Model of Disability is
apparently of no value to whoever runs this journal - despite it now being
enshrined in UK law!!
Folks - the Social Model [created by disabled people in the 70's] defines
disability as the barriers erected by society that impede the integration
and inclusion of people with impairments - you cannot therefore have 'a
disability' - whether learning or physical, and People First [the
organisation of and for people with learning difficulties in the UK] has
adopted the Social Model and explains why on its website. It is therefore
sad and depressing that non-disabled people continue to stigmatise disabled
people by the continued use of Medical Model terminology and language. It is
all the more galling for apparently well-educated people presenting
themselves as academics to do this.
Just to be clear, there is no problem with a person with learning
difficulties referring to themself as having a learning disability - that is
entirely their choice.
I am aware that parents of adults with learning difficulties and complex
impairments hang on to the term 'learning disability' because they think
that they need to stress the level and complexity of the impairments and
barriers that their children face - and that too is their choice. But large
organisations and academia should know better!
Rant over! :-)
Vin
Vin West
Secretary, Arfon Access Group
Glyn Dwr
Llandwrog Uchaf
Caernarfon
LL54 7RA
01286 880761
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-----Original Message-----
From: Rohhss Chapman
Sent: Friday, February 11, 2011 12:11 PM
To: [log in to unmask]
Subject: call for papers - learning disability studies
Apologies for cross posting
British Journal of Learning Disabilities Special Issue
The editor of the British Journal of Learning Disabilities invites articles
for a Special Issue to be guest edited by The Partnership Steering Group
(Learning Disability Studies, University of Manchester). This Special Issue
will be published in the summer of 2012.
The theme of the issue is: 'The research and work of people with learning
disabilities and their allies and supporters'.
People with learning disabilities have found it difficult to access their
rightful place in discussion within academia despite government departments,
research councils and the larger charities demanding that inclusive/service
user involved or partnership research is the ethical way of working.
We are therefore delighted that the British Journal of Learning Disabilities
has given space to showcase the work of people with learning disabilities
who are researchers and writers. This Special Issue will be the first of
its kind to offer peer reviewing and an editorial undertaken by experts with
learning disabilities working in partnership with their allies in the field.
The main aims of the Special Issue are to include articles that explore
topics wholly relevant to the lives of people with learning disabilities,
whether this is about real life research and /or production of knowledge
(thinking about issues in a new way). It will provide an opportunity to
critically explore a collection of research from a number of subject areas.
Articles could include but will not be limited to:
* Friendships, relationships and sex
* Understanding the political situation and the current cuts in services
* Issues around employment
* Issues facing young people with learning disabilities
* Loss, bereavement and grieving
* Parenting
* The silence surrounding people with complex needs
* Getting access to information about medication
* Ownership of people's own work
Guidelines
When writing papers, all authors should note that we expect articles to:
* Be authored or co-authored by people with learning disabilities
* To include a section on methodology (including how the article was put
together).
* Offer new insights and critical perspectives on learning disability
studies (new ideas and thoughts)
* To use straightforward language and explain any jargon used
* Provide an accessible summary of the article.
Key Deadlines
* Full drafts of articles should be sent to arrive no later than June 27th
2011.
* Following peer review, draft papers will be returned to authors by October
31st 2011.
* Final versions of articles from authors must be received by Monday, 28th
November 2011.
* The Special Issue will be published in summer 2012
* Articles may be submitted in advance of these dates.
Submission details
* Clearly mark your article DM - FOR SPECIAL ISSUE
* Read further instructions for authors on the back page of British
Journal of Learning Disabilities
or go to www.wiley.com/bw/submit.asp?ref=1354-4187
* When uploading article go direct to:http://mc.manuscriptcentral.com/BLD.
We look forward very much to receiving your article. If you have any
queries or difficulties about how to get the article sent, please email
[log in to unmask] or [log in to unmask], or call
0161 275 8477 and we will be happy to respond.
The Partnership Steering Group
School of Education
University of Manchester
Oxford Road
Manchester
M13 9PL
11/02/11
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