The resources shared for this blogging task really broadened my limited understanding around disability and were very thought provoking. The Shades of Noir TOR in particular helped in grasping the language used around Disability – both what is acceptable and what is not acceptable, and added new terminology that makes me look at it through different lenses. It made me realise that the language we use – casually, sometimes unknowingly plays into the stereotyped narratives, biases or prejudices we have around disability. I also read the Evolution of Disability Models from SoN to understand the various approaches that have been taken over the years. I found that the ‘Social’, ‘Identity’ and ‘New Radical’ model might be the most empowering, as they recognise societal and political barriers and ‘claim disability as a positive identity’ (Brewer et al. 2012.5).
I think it’s key to address the language we use. The seemingly small shift from ‘unable’ and ‘en-able’ for example, or even ‘creatively able’, the term Larree Carnes came up with in 2004 can help us confront and shift our understanding or our approach to people with disabilities, break down stereotypes and help us become better allies to give our disabled students confidence and agency. It is so beautifully addressed in Christine Sun Kim’s film. After feeling like ‘she was boxed in by her language restraints’, Sun Kim ‘reclaims sound as her property’ to explore it through the ‘physicality of sound’. She reminds us to listen with all our senses and address ideas of ownership.
The ‘Economic model’ was very accurately depicted in Ken Loach’s 2016 film I, Daniel Blake. Watching the film was perhaps the first time I started to understand the experience of someone with a ‘non-visible’ disability and how there does not seem to be the compassion, understanding or safety net that so many of us enjoy and expect from society or the state. Shortly after the release Ken appeared on a Question Time programme where he had to defend the accuracy of his film, which depicted real life lived experiences of people who were stuck in a loop of unemployment and lack of access to support allowance as a Conservative MP on the panel argued that his film was a drama and didn’t reflect lived experiences. Society and government’s inability to identify these nuances are scary and potentially life-threatening, and only a greater understanding of disability from everyone in society will address this. In the context on teaching, a misunderstanding of a students’ disability can have similar consequences where the ‘intention’ of helping is there but they don’t end up receiving any help as they are sent from one team to another, none of whom fully understand their position and further distresses the student.
It may not be the best example but I guess what I’m trying to say is that as educators, it is imperative that we understand the experiences of people with disabilities and what help is available through the University and whether those systems are working. I was aware of the University Disability Services but instead of just signposting students to them, I will in the future be following up and checking if the students’ needs were met and if not, stepping in to further help.
Being a non-disabled person, I have not had to deal with the many obstacles or barriers that society has created to navigate everyday life, where even the seemingly most basic tasks are made inaccessible. Khairani Borokka’s ‘Deaf Accessibility for Spoonies: Lessons from Touring Eve and Mary are Having Coffee while chronically ill’ really brought this home for me. Reading her experience touring around India made me very uncomfortable but reminded me of the deep rooted attitude towards disability in my home country, where it is seen in some parts through the Religious model of disability and in some parts through discrimination and considered taboo to discuss. This made me think of not just how we as the University address disability, but how fellow students may treat their peers. How can we ensure that students who’s experiences with disability are different (or non-existent) understand these terms and the impact they may have on another students’ experience? Do we embed sessions in the curriculum that discuss inclusivity and where staff and students participate, or are we ‘othering’ these issues by creating a separate space for discussion?
I am conflicted between the use of people-first language as opposed to identity-first, and I understand that some people with disabilities prefer the latter as it works with the social model better. I feel that Borokka’s experience in Delhi where she was introduced to a government official purely through the lens of her disability is de-humanising and as she said was a real ‘pyschological blow to her dignity.’ Of course in this case, it was inexcusable, but by using identity-first, do we inevitably start with making a point about ‘difference’ and create a barrier? Should we have a discussion with our students about their preferences, like is now the case with pronouns?
I will continue to read more of the SoN resources to learn more and hopefully find answers to some of the questions I’ve raised for myself above.
Bibliography
UAL Disability Service Webpages
‘Deaf Accessibility for Spoonies: Lessons from Touring Eve and Mary are Having Coffee’ by Khairani Barokka