hello Jenny and all,
1) my posts on concerning reflections are NOT intended to crucify the students but to offer an alternative view that takes them away from the "charity" model "done to, done with and done for etcetera.
2) my reason for intervening is that these students through no fault of their own will be perpetuating ableist practices in their interaction with disabled people. I do believe the students have good intent. After taking my course many of my students who have worked with disabled people now understand the anger directed towards them by disabled people. many of them feel guilty about their conduct and how they perpetuated ableism. I explain to them that ableism much like racism, sexism is far too often naturalized in social practices. so don't feel guilty about your behaviour when you were ignorant. instead I encourage them to implement the anti-ableist practices they have learned. similarly, my intervention here my intent is to broaden the students knowledge and question how they continue to socially locate themselves vis-a-vis disabled people.
While I agree these students may be vulnerable [see my post on confidentiality] as potential carers they have power over the cared for in that they can perpetuate ableist practices. this is not to say that disabled people are 'docile' but it is difficult to confront the 'nice' ableist caregiver.
Interaction between able, disabled people can take place but not when disability is seen as inferior whether do to impairment or not. This where you and I might disagree Jenny. hopefully the instructor Thomas will alter his course regarding the feedback.
3) A few years back i used the Colin Barnes Geoff Mercer chapter on the social model to second year students and it took 3 hours of class the equivalency of 1 week in our term here to lay the foundation for the social model. other weeks can consider the application to the social world. I myself have problems with the social model (different from yours) but it is a better place to start then wherever this class began.
on a more practical matter how do we divide Thomas's paycheque for continuing to teach his class. grading reflections, acting as cheerleaders for this experiment in teaching, being contrarians and offering alternative views. While all this is free it is labour. We are being exploited :).
James Overboe
Assistant Professor
Sociology Department
Cultural Analysis and Social Theory M.A. Program
Wilfrid Laurier University
>>> Jenny W <[log in to unmask]> 06/07/10 12:26 PM >>>
I wanted to share my thoughts on the critical commentary towards the reflection papers. Accept my apologies for writing this in point form:
1) I agree with the concerns about posting very personal information on a public listserv.
2) For the most part, the students missed the boat on the social model. Let's crucify them rather than provide constructive feedback, especially since being critical of people who make mistakes is a proven method of changing behaviour.
3) For the most part, I thought the comments by the students were a step up from the perception of disabled people as sub-human, as better off dead, etc. No one ever said eliminating oppression would be easy.
4) As I understand it the course was 3 weeks long - which isn't a lot of time to cover the social model, let alone master it. I suspect no one on the listserv mastered the social model in 3 weeks. Let's stop kidding ourselves.
5) Language isn't the be all end all - and there are different terminologies employed by different disabled populations. For example, psychiatrically disabled people have multiple ways of self identifying and discussing their experiences, and some of us working within the same model take offense to another's concept (e.g., "disabled people" vs. "persons with disabilities"). I continue to ocassionally see the word "handicapped" used, including in policy - the context says a lot about the meaning or intent behind a word.
6) "Suffering is an offensive term"; "disabled people don't suffer"; "an abled bodied person should not speak of a disabled person's 'suffering'".
This is where I detach myself from the social model as I suffer most days of my life and frequently to the point of wanting to off myself. I suffer both from societal prejudice and from being robbed of many of the physical 'functions' of my (previous) body. Some of the critical commentary from the listserv towards the students' mention of "suffering" implies that disabled people's experiences are all the same - and that the only relevant part is the societal oppression, and that none of us suffer from our impairments, and that if we do, it shouldn't be discussed publically or that it's somehow a product of false consciousness to recognise our impairment-related suffering.
I thought the students who spoke of suffering were acknowleging the way disabled people have collectively "suffered"...Again, a step above not acknowleging "our" history at all. This is similar to how society acknowleges "other" groups who have "suffered" from oppression, marginalisation, violence, bigotry, etc. For example, I recall one student speaking of "not being aware of what disabled people have gone though" (to paraphrase); also "the sad history" comment. The language may not have been appropriate here even if the intention was.
7) "This is a step backward".
I've witnessed more 'offensive' behaviour in grad studies courses. I also don't think we should expect people to un-learn beliefs and ideas in 3 weeks that have been inculcated from a young age.
Respectfully,
Jenny
--- On Mon, 7/6/10, Derick Bird <[log in to unmask]> wrote:
From: Derick Bird <[log in to unmask]>
Subject: class reflections
To: [log in to unmask]
Date: Monday, 7 June, 2010, 9:19
I am in a state of despair having read all of the various SPED 330 Final
Reflection papers as some of the vocabulary used is offensive.
The word 'sufferer' is often used as in "suffers from." which immediately
places the disabled person in the 'sick role' to be passive and submissive
in relation to their disability. 'Handicapped' is used to describe a person
with disabilities. In America the disabled person drives a handicapped car,
parks in a handicapped bay, and displays on their number plate a handicapped
badge. There is a need to distinguish between 'handicapped' and 'disabled'.
As a disabled person I am handicapped by the attitude of others, handicapped
by inaccessible places but in myself I am not handicapped as I will not
allow my disability to handicap me.
These students do not appear to understand the difference between physical
disability and impairment. A person can be physically disabled and also
impaired as in hearing impaired or visually impaired nor are hidden
disabilities discussed. Another word liberally used in their text is 'help'
which assumes they now know all the answers to disability and will act in
the best interests of the disabled person. Surely their role is one of
support to 'enable' and 'facilitate' walking alongside the disabled person
to achieve self determination finding their own true potential. Nowhere do
I read 'empowerment' of the disabled person.
It is unclear how these students are going to handle multi-oppression. The
person of colour who is disabled or the person of colour who is disabled and
is also gay/lesbian/ bisexual. Do these students understand the meaning of
'disablism', 'racism', 'sexism'. 'ageism' and 'homophobia' and how these can
interact against one or the other. I also read, which frightens me, the
declaration of being 'Christian' so how does their religious values and
belief systems ultimately affect their eventual intervention particularly in
the playground where the odd one out is usually bullied by their peers
generating low self esteem and confidence issues. Therefore is Inclusive
Education the right answer as some now doubt this.
A little knowledge is dangerous springs to mind so I do not feel the
facilitator of this course should be congratulated as the content, to date,
can cause more harm than good.
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