Journal articles on the topic 'Neoliberal ableism'
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Fristrup, Tine, and Christopher Karanja Odgaard. "Interrogating disability and prosthesis through the conceptual framework of NEODISABILITY." Kvinder, Køn & Forskning, no. 2 (July 1, 2021): 54–65. http://dx.doi.org/10.7146/kkf.v31i2.127879.
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This article investigates the emerging field of critical disability studies in order to explore understandings of disability and prosthesis through the intersection of dis/ability studies, studies in ableism, and philosophical enquiries into the biopolitics of disability and neoliberal psychopolitics. We present the interpretation that contemporary Western ableism is confi gured by neoliberal arrangements operating on the individual in ongoing processes of self-improvement. People who fail in the achievement society see themselves as being responsible for their own situation, blaming themselves as individuals instead of questioning the ableism that organises contemporary societal orderings in the neoliberal production of inferiority. We offer a conceptual framework of neodisability by unfolding internalised disabling processes in which the bifurcation of ‘dis’ and ‘ability’ operates through the forward-slash in dis/ability. The forward-slash captivates the optimistic cruelty in the workings of contemporary ableism in search of excellence through prosthetic confi gurations in an achievement economy: desiring the invisible prosthesis of willpower in the constant pursuit of overcoming the ‘dis/’. Neodisability engenders contemporary psycho-neoliberal-ableism, with people turning their aggressions against themselves in never-ending processes of dis-ing parts of themselves as ‘notfit-enough’, while being in constant need of therapeutic interventions to employ and promote the self-optimising efforts in times of neodisableism.
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Hammond, Andrew, Ruth Jeanes, Dawn Penney, and Deana Leahy. "“I Feel We are Inclusive Enough”: Examining Swimming Coaches’ Understandings of Inclusion and Disability." Sociology of Sport Journal 36, no. 4 (December 1, 2019): 311–21. http://dx.doi.org/10.1123/ssj.2018-0164.
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In this study, semi-structured interviews were conducted with eight Victorian swimming coaches to examine the discourses of disability1 and inclusion that they expressed in relation to their current coaching practices. Analysis specifically pursued links between neoliberalism, ableism, elitism, classification and inclusion in coaching, with the intention of exploring what discourse relations are possible, imaginable and practical within what have been referred to as neoliberal-ableist times. Findings reveal that coaches replicate and reproduce elitist, ableist assumptions about the body and sport. The discussion prompts a consideration of how rationalities and techniques of inclusion are limited under the prevailing political context.
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Goodley, Dan, and Rebecca Lawthom. "Critical disability studies, Brexit and Trump: a time of neoliberal–ableism." Rethinking History 23, no. 2 (April 3, 2019): 233–51. http://dx.doi.org/10.1080/13642529.2019.1607476.
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Van Aswegen, Jennifer, and Michael Shevlin. "Disabling discourses and ableist assumptions: Reimagining social justice through education for disabled people through a critical discourse analysis approach." Policy Futures in Education 17, no. 5 (February 19, 2019): 634–56. http://dx.doi.org/10.1177/1478210318817420.
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Responding to the special issue call Capital and Capability, this paper undertakes a critical policy analysis of a recently published Irish labour market activation strategy for people with disabilities through a discourse analytical framework. Drawing on a disability studies lens informed by Foucault’s theory of discourse, the study reveals a hegemonic policy rhetoric within the pages of this policy document that is deeply embedded in neoliberal assumptions about the role and value of education. Through a critical disability studies lens, this study draws attention to the concepts of disablism and neoliberal ableism, whilst highlighting in particular how rhetoric is a means by which ableist culture perpetuates itself. In response to the disparities surrounding the employment of disabled people, the Comprehensive Employment Strategy for People with Disabilities 2015–2024was launched into policy in October 2015. This strategy represents a significant policy event in the Irish disability policy landscape, warranting further questioning, interrogation and analysis. This paper aims to reveal the framework of thinking that lies within the discursive contours of this strategy and to assess the implications therein for inclusive education policy and practice. In keeping with the aim of the special issue, the study explores the potential of a capabilities approach in creating a discursive policy space where social justice througheducation for disabled people can be imagined.
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Fritsch, K. "The Neoliberal Circulation of Affects: Happiness, accessibility and the capacitation of disability as wheelchair." Health, Culture and Society 5, no. 1 (November 15, 2013): 135–49. http://dx.doi.org/10.5195/hcs.2013.136.
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The International Symbol of Access (ISA) produces, capacitates, and debilitates disability in particular ways and is grounded by a happy affective economy that is embedded within neoliberal capitalism. This production of disability runs counter to the dismantling of ableism and compulsory able-bodiedness. In charting the development of the modern wheelchair, the rise of disability rights in North America, and the emergence of the ISA as a universally acceptable representation of access for disabled people, I argue that this production of disability serves a capacitating function for particular forms of impairment. These capacitated forms are celebrated through a neoliberal economy of inclusion. I conclude by critically approaching the happy affects of the ISA, including the way in which the symbol creates a sense of cruel optimism for disabled people.
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Hanan, Joshua S. "Subjects of Technology: An Auto-Archeology of Attention Deficit Disorder in Neoliberal Time(s)." Cultural Studies ↔ Critical Methodologies 19, no. 2 (October 29, 2018): 105–15. http://dx.doi.org/10.1177/1532708618807264.
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This essay (re)presents my own experiences living with attention deficit disorder (ADD) as a child and adult to provide a radically historical, contextual, and critical autoethnographic conceptualization of this “learning disability.” Specifically, by building upon Ragan Fox’s “auto-archeological” method, a critical perspective that “unite[s] autoethnography and Foucault’s theories of discourse,” I draw upon institutional artifacts, psychiatric diagnoses, and interviews with close family members to show that ADD is a “technology of the self” that economizes the body in accordance with a distinctly neoliberal temporality. This temporalizing process, I show, is reinforced by a range of other neoliberal technologies of selfhood and ultimately cultivates the very “deficit framework” that ADD diagnoses are aimed at healing. The conclusion questions the legitimacy of ADD outside of the various technological interfaces that make the disability visible as a public problem and considers the intimate connections between neoliberalism, ableism, and the contemporary university.
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Forester, Summer, and Cheryl O'Brien. "Antidemocratic and Exclusionary Practices: COVID-19 and the Continuum of Violence." Politics & Gender 16, no. 4 (July 9, 2020): 1150–57. http://dx.doi.org/10.1017/s1743923x2000046x.
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AbstractThe global coronavirus pandemic has reified divisions, inequity, and injustices rooted in systems of domination such as racism, sexism, neoliberal capitalism, and ableism. Feminist scholars have theorized these interlocking systems of domination as the “continuum of violence.” Building on this scholarship, we conceptualize the U.S. response to and the consequences of the COVID-19 pandemic as reflective of the continuum of violence. We argue that crises like pandemics expose the antidemocratic and exclusionary practices inherent in this continuum, which is especially racialized and gendered. To support our argument, we provide empirical evidence of the continuum of violence in relation to COVID-19 vis-à-vis the interrelated issues of militarization and what feminists call “everyday security,” such as public health and gender-based violence. The continuum of violence contributes theoretically and practically to our understanding of how violence that the pandemic illuminates is embedded in broader systems of domination and exclusion.
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Magnet, Shoshana, and Celeste E. Orr. "Feminist Loneliness Studies: an introduction." Feminist Theory 23, no. 1 (January 2022): 3–22. http://dx.doi.org/10.1177/14647001211062734.
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Writing about loneliness has been a struggle in the midst of the pandemic. Characterized by loneliness, isolation, anxiety, and fear, the COVID-19 pandemic is an exceptionally challenging time. At various points while navigating this loneliness project amid a particularly lonely time, we lamented the seeming futility of it all. A main goal of developing a Feminist Loneliness Studies in this introduction is to understand the ways that systems of oppression – white supremacy, settler colonialism, anti-queer bias, misogyny, neoliberal capitalism, and so on – create our lonely world. To date, there remains no comprehensive feminist analysis of the structural conditions that both produce and intensify experiences of loneliness. We aim to remedy this gap. That is, we seek to address what a Feminist Loneliness Studies can contribute to understanding the complexities of this complicated emotion. For example, what is the unique loneliness of the feminist killjoy who calls out, or calls in, existing forms of queerphobia, racism, and sexism? What does it mean to be a politicized person and how does that result in both alienation and isolation? What might the relationship be between white supremacy and loneliness? How is loneliness both individual and systemic, and what is the relationship between the two? What distinctive forms of loneliness are created by ableism, sanism, neoliberalism, capitalism, globalization, and the gig economy? Ought loneliness be avoided at all costs? What are the ethics of loneliness? In our introduction to this special issue, we unpack and theorize the potential perils and generative possibilities offered up by this profound emotion. Establishing a Feminist Loneliness Studies provides us with the space we need to begin addressing and comprehending loneliness.
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Migliarini, Valentina. "“Help Them Back Home”: Italian Fantasies of (Neoliberal) Inclusion from Buona Scuola to Salvini’s Government." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 6, no. 1 (November 8, 2019): 123–41. http://dx.doi.org/10.22215/cjcr.v6i1.2336.
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This paper explores how inclusive education in the Italian context has shifted from the Marxist model based on the solidarity of Integrazione Scolastica (see D’Alessio, 2011) to a neoliberal approach which targets Black migrant and forced-migrant children. The introduction of Renzi’s policy reform, Buona Scuola, marked this shift towards neoliberal inclusion, and the current far-right government, led by Salvini, adds a populist character to it, evident in his mantra of “helping them back home”. Drawing from Butler’s (1997) notions of subjectivation and referring to Tomlinson’s (1982) concept of benevolent humanitarianism, the paper analyzes how Italian educators conceptualize the inclusion of migrants and refugees through neoliberal fantasies. However, the space of neoliberal inclusion is ableist, racist, and exclusionary. Ultimately, the paper advances the intersectional approach of Disability Critical Race Theory (DisCrit) to (re)frame educational and social inclusion in Italy and to refute a neoliberal model that perpetuates racial disparities (Annamma, Connor, Ferri, 2013; 2016).
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Waitoller, Federico R., and Gia Super. "School choice or the politics of desperation? Black and Latinx parents of students with dis/abilities selecting charter schools in Chicago." education policy analysis archives 25 (June 5, 2017): 55. http://dx.doi.org/10.14507/epaa.25.2636.
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In this paper, we focus on the city of Chicago to examine how Black and Latinx parents of students with dis/abilities engage with school choice. Using analytical tools from grounded theory (Strauss & Corbin, 1990) and a theoretical lens informed by critical notions of space, race and dis/ability, we analyze interviews with parents of students with dis/abilities, field notes, and various artifacts from charter schools (e.g., student handbooks and websites). We found that parents engaged with the politics of desperation (Stovall, 2013): an assemblage of thoughts and rationales to make school decisions amid poor and ableist educational options for Black and Latinx students with dis/abilities. We found that the neoliberal restructuring of urban education space was a driving force shaping parents’ engagement with the politics of desperation. Thus, our study sheds light on the relationship between race, dis/ability, and urban spatial restructuring.
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Hammell, Karen Whalley. "Social and Structural Determinants of Health: Exploring Occupational Therapy's Structural (In)competence." Canadian Journal of Occupational Therapy 88, no. 4 (November 5, 2021): 365–74. http://dx.doi.org/10.1177/00084174211046797.
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Background: In high-income countries, such as Canada, 50% of health outcomes are attributable to social determinants. Occupational opportunities are also structurally determined, yet these inequities are obscured by the White, Western assumptions and ableist neoliberal ideology in which the profession is deeply rooted. Purpose. To highlight the impact of structural injustices and other social determinants of health and occupation; explore the occupational therapy profession's structural competence; and build on existing knowledge to advance an agenda for action on injustice and inequity for the occupational therapy profession. Key issues. Occupational therapy's failure to prioritize education, research and action on systemic injustices and other social determinants of health and occupation reflects a lack of commitment to achieving the World Federation of Occupational Therapists' Minimal Standards. Implications. If occupational therapy is to advance knowledge and practices that address inequities in the social and structural determinants of health and occupation, we must strive towards structural competence.
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Sherfinski, Melissa. "Challenges to goals of “Recovery”: A narrative analysis of neoliberal/ableist policy effects on two mothers of young children with autism." Journal of Early Childhood Research 16, no. 3 (May 22, 2018): 276–90. http://dx.doi.org/10.1177/1476718x18775767.
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This narrative inquiry shows the barriers and possibilities that the current US education context poses for two mothers of pre-kindergarten sons with autism. Specifically, this work is contextualized within the growing universal pre-kindergarten reform which provides a mixed delivery (public and private) implementation. Presented with the context of choice among school sites and the expectation of mothers to provide energy for the reform through their involvement in the universal pre-kindergarten “machine,” mothers of children with autism experienced unique challenges. An in-depth Bakhtinian analysis examining the mothers’ uses of heteroglossia and polyphony shows the complexities of how they presented an oscillating “double-consciousness,” working between machine expectations and narratives of “recovery,” meaning desiring normalization in line with the expectations of early childhood experts, children, and local policies. Neither the machine metaphor nor the narrative of recovery was sufficient to negotiate the challenges of education for the families, and mothers used strategies of recycling, resisting, and re-appropriating discourses to navigate. While universal pre-kindergarten was effective in improving the academic performance of children with mild autism, it did not always support the goals of inclusive and democratic education. Therefore, mothers began to question their choice of public school context and began to consider private universal pre-kindergarten sites, even though this might jeopardize the Individualized Education Plans that they worried their children needed, particularly for social purposes. The implications address both the mechanism for shifts from public to private choice in the current US education context, and the need for a reparative project that critically addresses relationships between homes and schools.
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Ciccaglione, Rita. "Resilience and resisting resilience: ethnographies in neoliberal L’Aquila post-earthquake." Disaster Prevention and Management: An International Journal 28, no. 4 (August 5, 2019): 501–12. http://dx.doi.org/10.1108/dpm-02-2018-0064.
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Purpose The purpose of this paper is to analyze the relationships between neoliberal institutional management of the 2009 L’Aquila earthquake and the local dwelling practices, which consequently originated in the new urban layout. Design/methodology/approach It presents itself as a post-catastrophe ethnography carried out from a specific approach, that is, the street ethnography that consists of collecting the practices and discourses of inhabitants, administrators, experts and commercial operators, which take place on or around the street. Findings Illustrating the stages from the declaration of the state of emergency to the expertise-proposed reconstruction models, it shows the differences between resilient strategies and policies of urban management and resistant dwelling practices that are analyzed progressively focusing on a particular social group: the teenagers of the alleys. Research limitations/implications Descending in the alleys means to take a micro-sight that ables to identify present living paths. Practical implications Based on a long fieldwork, it bridges the gap between “theories” and practices, and it highlights those fields of action that despite being dominated by wide-ranging disaster management and urban planning logics bring out the work of social life in reweaving its threads in contexts of crisis. Social implications Paying attention to a social portion that often escapes from ethnographic investigation, this study has the merit of dealing with teenagers in this kind of situation. Originality/value Indeed, this part of society and its creative “culture” receive the focus of a few studies, especially in case of catastrophes.
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Liddiard, Kirsty, and Jenny Slater. "‘Like, pissing yourself is not a particularly attractive quality, let’s be honest’: Learning to contain through youth, adulthood, disability and sexuality." Sexualities 21, no. 3 (April 19, 2017): 319–33. http://dx.doi.org/10.1177/1363460716688674.
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In this article, the authors (re)conceptualize containment in the context of youth, gender, disability, crip sex/uality and pleasure. The article begins by exploring eugenic histories of containment and traces the ways in which the anomalous embodiment of disabled people remains vigorously policed within current neo-eugenic discourse. Drawing upon data from two corresponding research studies, the authors bring the lived experiences of disabled young people to the fore. They explore their stories of performing, enacting and realizing containment: containing the posited unruliness of the leaky impaired body; containment as a form of (gendered) labour; and containment as a marker of normalization and sexualization, and thus a necessary component for ableist adulthood. Thus, they theorize crip embodiment as permeable, porous and problematic in the context of the impossibly bound compulsory (sexually) able adult body. The authors suggest that the implicit learning of containment is therefore required of disabled young people, particularly women, to counter infantilizing and desexualizing discourse, cross the ‘border zone of youth’ and achieve normative neoliberal adulthood. Crucially, however, the article examines the meaning of what the authors argue are important moments of messiness: the precarious localities of leakage that disrupt containment and thus the ‘reality’ of the ‘able’, ‘adult’ body. The article concludes by considering the ways in which these bodily ways of being contour both material experiences of pleasure and the right(s) to obtain it.
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Ashdown-Franks, Garcia, and Janelle Joseph. "‘Mind Your Business and Leave My Rolls Alone’: A Case Study of Fat Black Women Runners’ Decolonial Resistance." Societies 11, no. 3 (August 11, 2021): 95. http://dx.doi.org/10.3390/soc11030095.
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The Black female body has been vilified, surveilled, and viewed as ‘obese’ and irresponsible for centuries in Western societies. For just as long, some Black women have resisted their mischaracterizations. Instead they have embraced a ‘fat’ identity. But little research has demonstrated how Black fat women participate in sport. The purpose of this study is to show how Black fat women who run use social media to unapologetically celebrate Blackness and fatness. This research uses a case-study approach to illuminate a broader phenomenon of decolonial resistance through running. In addition to analysis of websites, blogs, and news articles devoted to Black women’s running, we discuss the (social) media content of two specific runners: Mirna Valerio and Latoya Shauntay Snell. We performed a critical discourse analysis on 14 media offerings from the two runners, including websites, Twitter pages, and blogs collected over a five-month period from September 2020–January 2021. The analysis examined how they represent themselves and their communities and how they comment on issues of anti-fat bias, neoliberal capitalism, ableist sexism, and white supremacy, some of the pillars of colonialism. Whereas running is often positioned as a weight-loss-focused and white-dominated colonial project, through their very presence and use of strategic communication to amplify their experiences and build community, these runners show how being a Black fat female athlete is an act of decolonial resistance. This study offers a unique sporting example of how fat women challenge obesity discourses and cultural invisibility and how Black athletes communicate anti-racist, decolonial principles.
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Thomas, Gareth M. "Dis-mantling stigma: Parenting disabled children in an age of ‘neoliberal-ableism’." Sociological Review, October 13, 2020, 003802612096348. http://dx.doi.org/10.1177/0038026120963481.
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The concept of ‘stigma’ is a dominant presence in many disciplines, yet it frequently remains ill-defined, individualist, and dislocated from matters of power, inequality and resistance. Extending a budding literature on rethinking the sociology of stigma, I draw upon interviews with parents of children with Down’s syndrome to revisit one of sociology’s most enduring concepts. I explore how parents articulate new imaginaries of difference which depart from narratives of disability as tragic and pitiful, and promote notions of dignity and worth. Parents talk of their children as a reason for celebration and pride, discuss their experiences of convivial community relations and public interactions, and praise evolving configurations of disability in popular media. Yet parents simultaneously highlight painful, convoluted and exhausting experiences with institutions (education, healthcare, welfare) as part of what they believe to be a wider (structural) hostility to disability that forces them into a series of ‘fights’ and ‘battles’. Whilst parents resist deficit framings of their children, and their lives more broadly, they lament dwelling in a society whereby disabled people, and their families, navigate enmity and indifference. In this article, then, I dis-mantle common conceptions of stigma by revealing not only its interactional properties, but also its political economy, in which disabled people are devalued, discounted, and cast as disposable in an age of ‘neoliberal-ableism’ (Goodley 2014).
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Rodgers, Jess, Ryan Thorneycroft, Peta S. Cook, Elizabeth Humphrys, Nicole L. Asquith, Sally Anne Yaghi, and Ashleigh Foulstone. "Ableism in higher education: the negation of crip temporalities within the neoliberal academy." Higher Education Research & Development, October 26, 2022, 1–14. http://dx.doi.org/10.1080/07294360.2022.2138277.
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Chaudhry, Vandana. "Capacity, Debility and Differential Inclusion: The Politics of Microfinance in South India." Disability Studies Quarterly 38, no. 1 (February 28, 2018). http://dx.doi.org/10.18061/dsq.v38i1.5995.
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This article uses a critical disability lens to map how differential inclusion shatters the promise of democratizing capital in microfinance. Based on an ethnographic study of disability microfinance projects of the World Bank in India, it traces the dynamics of inclusion through the exclusion of debilitated bodies that cannot be capacitated within the neoliberal logic of entrepreneurship. A disability perspective brings into relief the pernicious ways that microfinance operates through webs of ableism, capitalism, and other axes of power and domination. It builds upon and contributes to the ongoing debates on microfinance as a form of neoliberal populism by showing what disability has to say about political futures amidst globalizing desires for inclusion, social mobility, and democratizing access to capital. Examining disability as a culturally-specific configuration of precarity and marginalization that is deepened by microfinance programs allows us to challenge the inclusionist claims of finance capital, and re-envision ethically and socially responsible frameworks. Generating culturally grounded knowledge on disability in the global south, this article also makes an important contribution to the field of disability studies, which scholars have argued remains implicated within the hegemony of 'scholarly colonialism' (Meekosha, 2011).
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Grue, Jan. "The Death of Others. On the Narrative Rhetoric of Neoliberal Thanatopolitics." Disability Studies Quarterly 42, no. 1 (August 18, 2022). http://dx.doi.org/10.18061/dsq.v42i1.7799.
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Euthanasia and physician-assisted suicide (PAS) are deeply controversial topics both within and beyond disability studies, involving issues of structural ableism, discrimination, and the right to self-determination. A common defence of the legalization of PAS, as distinct from euthanasia, rests on the right of an individual to freely choose when to end one's life. This essay makes an intervention in this debate by examining the rhetoric of media and cultural narratives that directly and indirectly address the issue of PAS and autonomous choice. Considering these narratives from a biopolitical point of view, I argue that contemporary thanatopolitical narratives draw on a particular rhetorical mode, known as "parrhesiastic rhetoric" or anti-rhetoric. This mode helps frame the testimony of extremely vulnerable individuals as a supremely credible argument in favor of the legalization of PAS. Moreover, it engenders sympathy rather than identification with these narrative subjects, ensuring that the death that is being justified remains at a distance from the reader, safely positioned as the death of others. I further argue that this narrative rhetoric supports a particular, neoliberal conception of autonomy, in which individual subjects are dynamic, rational and self-directing. In neoliberal thanatos political discourse, the choice to die is seen as fundamentally an outcome of individual, informed decision-making. Against this atomistic framework, I deploy the analyses of biopolitical disability studies to contribute to a better understanding of the historical, socio-economic, cultural, and rhetorical forces that shape contemporary debates over euthanasia and PAS.
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Peruzzo, Francesca. "A call to rethink the Global North university: Mobilising disabled students’ experiences through the encounter of Critical Disability Studies and Epistemologies of the South." Journal of Sociology, August 6, 2021, 144078332110293. http://dx.doi.org/10.1177/14407833211029381.
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In the 1970s, disabled people and other marginalised social groups battled an exclusionary Global North university. Disability Studies emerged from those struggles as epistemologies shaped around a Westernised understanding of disability and inequalities, based on dialectic visions of progress and subjective liberation. Today, the advance of neoliberalism in universities, and its connection with colonial legacies, are embedded in different historical contingencies, and disabled students face new forms of discrimination. By merging analytical approaches from post-structural Critical Disability Studies and Epistemologies of the South, this article draws upon interviews with disabled students conducted in an Italian university to explore how neoliberal and capitalistic practices exclude certain knowledges and modalities of being university students. Through disabled students’ experiences, the article advances epistemologies that encompass processes of decolonisation and de-ableism of the university and argues for the Global North university to be an institution that can democratically reconcile polyhedral subjective possibilities of being.
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Raaper, Rille, Francesca Peruzzo, and Mette Westander. "Disabled students doing activism: Borrowing from and trespassing neoliberal reason in English higher education." Power and Education, August 6, 2022, 175774382211177. http://dx.doi.org/10.1177/17577438221117772.
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The neoliberal rationale in English higher education promotes institutional and individual competition for economic success, often at the cost of equity and universalism. Within such context, there is a tendency to formalise student voice, for example, through professionalisation of students’ unions. This paper argues that neoliberalism and its effects on university practices enforce ableist culture, further marginalising disabled students. More specifically, the paper is concerned with how Disabled Students’ Officers – official full- or part-time student representatives of disabled students in English students’ unions – practise activism in response to universities’ neoliberal agendas. By utilising Foucault’s concept of governmentality and qualitative analysis of in-depth interviews with Disabled Students’ Officers, we explore the ways of doing disability activism in their experience. The findings indicate that activism as it is practised by participants is complex and contradictory, combining neoliberal ways of acting, i.e., evidence production, committee-based work and lobbying, with more subtle forms of critique and resistance related to collectivism, arts and ethics of care. By enabling critical reflections on participants’ experiences, this paper strives to encourage debate on renewed strategies and complexity and contradiction in activism, but also to highlight the potential for trespassing the dominant neoliberal rationale in higher education.
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Raaper, Rille, Francesca Peruzzo, and Mette Westander. "Disabled students doing activism: Borrowing from and trespassing neoliberal reason in English higher education." Power and Education, August 6, 2022, 175774382211177. http://dx.doi.org/10.1177/17577438221117772.
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The neoliberal rationale in English higher education promotes institutional and individual competition for economic success, often at the cost of equity and universalism. Within such context, there is a tendency to formalise student voice, for example, through professionalisation of students’ unions. This paper argues that neoliberalism and its effects on university practices enforce ableist culture, further marginalising disabled students. More specifically, the paper is concerned with how Disabled Students’ Officers – official full- or part-time student representatives of disabled students in English students’ unions – practise activism in response to universities’ neoliberal agendas. By utilising Foucault’s concept of governmentality and qualitative analysis of in-depth interviews with Disabled Students’ Officers, we explore the ways of doing disability activism in their experience. The findings indicate that activism as it is practised by participants is complex and contradictory, combining neoliberal ways of acting, i.e., evidence production, committee-based work and lobbying, with more subtle forms of critique and resistance related to collectivism, arts and ethics of care. By enabling critical reflections on participants’ experiences, this paper strives to encourage debate on renewed strategies and complexity and contradiction in activism, but also to highlight the potential for trespassing the dominant neoliberal rationale in higher education.
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Fox, Jessica. "Re-writing the “rules of engagement”: Using critical reflection to examine ableist social work practice." Aotearoa New Zealand Social Work 33, no. 1 (May 2, 2021). http://dx.doi.org/10.11157/anzswj-vol33iss1id822.
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INTRODUCTION: Normative beliefs and practices reaffirm a hegemonic construction of human ability that legitimises the socio-cultural status quo. This disenfranchises people with diverse abilities who are excluded from this construction whilst simultaneously normalising the structural inequality and oppression that they experience. Helping professions such as social work often provide support to people who are disadvantaged by these social structures. However, practitioners within these fields are not immune to the influence of socio-cultural norms, therefore it is essential for them to reflect on the ways in which they might reproduce them within their practice.APPROACH: This article outlines my experience of using critical reflection as a research methodology to examine an incident from my practice. Deconstruction and reconstruction methods were used to analyse the normative assumptions within my construction of this incident.REFLECTIONS: The deconstruction analysis revealed how assumptions about impairment within my account of the incident were underpinned by ableist discourses. Reconstructing this through a neurodiversity lens enabled me to generate new insights around the anti-oppressive potential for using a pluralistic approach that undermines hegemonic constructions of ability.CONCLUSIONS: By critically reflecting on this incident, I realised the importance of challenging normative assumptions when practising within neoliberal contexts where socio-cultural hegemony is amplified.
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Ambrosio, Leticia, and Carla Regina Silva. "Intersectionality: an Amefrican diasporic concept for occupational therapy." Cadernos Brasileiros de Terapia Ocupacional 30 (2022). http://dx.doi.org/10.1590/2526-8910.ctoen241431502.
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Abstract This essay aims to present the concept of intersectionality, proposed from black feminism, as an epistemic and practical research analysis tool for Brazilian and Latin American occupational therapy. Lélia Gonzalez’s concept of amefricanidade provides a basis to think about the everyday life of black and indigenous people living in colonized territories. Thus, this concept enables us to approach black and indigenous occupations and understand the exclusion and rupture processes brought about by racial inequalities. We introduce thoughts about intersectionality and coloniality from international contexts contributing to the propositions of occupational therapy. Not with the intention to close the debate, but rather with that of gathering previously started discussions, we conclude that the concept of intersectionality interests occupational therapy because it helps us understand the current processes of oppression in the face of the complex system of colonial, cis-heteronormative, patriarchal, capitalist, neoliberal and ableist oppression, as an ethical commitment and technical-professional accountability.
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Hunt, Joanne. "Making space for disability studies within a structurally competent medical curriculum: reflections on long Covid." Medical Humanities, July 19, 2022, medhum—2022–012415. http://dx.doi.org/10.1136/medhum-2022-012415.
Full textAbstract:
While critically informed approaches to medical education are increasingly advocated in literature, discussion of the potential role of disability studies in informing pedagogy and practice is largely lacking. The emergence of long Covid, alongside the strong possibility of a wave of covid-related disability, underlines an urgent need for medicine to develop more contextualised, nuanced and structurally competent understandings of chronic illness and disability. This article argues that the integration of thinking from disability studies into medical curricula offers a pathway to such understanding, informing a more equitable, holistic and patient-centred approach to practice. Further, a structurally competent, antiableist approach positions clinicians and patients as allies, working together within a structural context that constrains both parties. Such positioning may mitigate tensions within the clinical encounter, tensions that are well documented in the realm of marginalised chronic illness and disability. While the possibilities arising from a partnership between disability studies and medicine are numerous, the foci here are the social relational model of disability and the concept of psycho-emotional disablism, within a broader framework of critical disability studies. It is argued that inadequate healthcare provision and policy in the realm of long Covid can be understood as a form of structural and psycho-emotional disablism, arising from and reinforcing an ableist psychosocial imaginary permeated with neoliberal assumptions, and carrying a risk of furthering both disability and impairment. After considering long Covid through these particular lenses, the article concludes with a discussion of how a partnership between disability studies and a structurally competent approach to medical education might translate into practice.