Bringing disability history alive in schools: promoting a new understanding of disability through performance methods

Shah, Sonali; Wallis, Mick; Conor, Fiona; Kiszely, Philip

doi:10.1080/02671522.2014.891255

Cited by 14 publications

(10 citation statements)

References 30 publications

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“…The embodiment and manipulation of first-hand narratives (like those told by Red Rich and Jessie above) can bring new understandings of cultures and practices to new generation audiences and performers alike (Shah et al, 2014). Allowing actors to bring textual histories of polio survivors to life through theatrical performance enables imaginings of historical and cultural worlds where one has never had an embodied presence while nevertheless drawing the individual actors' own individual embodiments.…”

Section: Life Histories Performance and Knowledge Exchangementioning

confidence: 99%

“…This article will report on the collaborations and the process of re-interpreting life history data into a theatrical performance. It discusses the challenges and debates concerning the representation of disability on stage, including the conventions of performance used to demonstrate the physical, social and psycho-emotional implications of having an impairment, without impersonating the disabled character (Kemp, 2013; Shah et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Polio monologues: translating ethnographic text into verbatim theatre

Shah

Greer

2017

Qualitative Research

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Mass vaccination programmes mean that poliomyelitis is almost a forgotten memory in the Global North. But in reality its effects continue as many people who contracted paralytic polio in childhood may develop functional deterioration (Post-Polio Syndrome or PPS) in later adulthood; mass migration and escape from violence means that it is also re-emerging in contemporary societies. Thus it is crucial for different audiences to have opportunities to engage with, and understand the life histories of polio survivors and their personal experiences of disease and disability across biographical and historical time. This article discusses the process of using recorded delivery verbatim techniques, with disabled and non-disabled actors, to translate ethnographic research about social history of polio into a creative accessible medium for new generation audiences to learn about the hidden, often contested, histories of disability and disease that may collide with professional, medical and public discourse. Our contention is that ethnodrama can give a voice to the voiceless, and enable them to contribute to the production of new knowledge, health interventions and policy instruments that affect their lives.

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Section: Life Histories Performance and Knowledge Exchangementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Polio monologues: translating ethnographic text into verbatim theatre

Shah

Greer

2017

Qualitative Research

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“…Violence against disabled children and barriers to knowledge, disclosure and reporting are grounded in the devaluation of disabled people in society (Higgins and Swain, 2010). From infanthood, disabled people are continuously reminded of their 'difference' and 'otherness' through mechanisms of stereotyping, objectification and marginalisation reproduced through language, social structures, institutional practices and individual reactions (Shah et al, 2014). The objectification and manipulation of the disabled female body has been suggested to create opportunities for violence (Higgins and Swain, 2010).…”

Section: Disablism Violence and Disclosurementioning

confidence: 99%

“…From infanthood disabled people are continuously reminded of their 'difference' and 'otherness' through mechanisms of stereotyping, objectification and marginalisation reproduced through language, social structures, institutional practices and individual reactions (Shah et al, 2014).…”

Section: Disablism Violence and Disclosurementioning

confidence: 99%

‘I can’t forget’: Experiences of violence and disclosure in the childhoods of disabled women

Shah¹,

Tsitsou

Woodin

2016

Childhood

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Violence against children is a human rights problem that cuts across gender, race, geographical, religious, socio-economic status and cultural boundaries. The risk of violence towards disabled children during their lifetime is 3-4 times greater than towards non-disabled children. It starts in early childhood, is more severe and linked to disablist structures in society. Violence is perpetrated by individuals and through institutional practices that are part of disabled children's everyday life. Violence is often misdiagnosed as related to individual impairment, and not recognised by professionals or the victims themselves. Presenting disabled women's reflections of childhood violence, help seeking and responses to disclosure, this article seeks to raise an awareness of violence towards disabled girls and the need for these to be recognised as a serious child protection issue to be included in official definitions of child abuse.2

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“…As discussed above, this could be attributed to the exclusion of disabled people from normative definitions of sexuality coupled with the pervasive societal devaluation of disability and the cultural scripts that portray disabled people as asexual beings (Payne et al, 2016). For instance, D. H. Lawrence's publication, Lady Chatterley's Lover, does not condemn the act of an extramarital affair of a woman married to a disabled man, fueling a widespread assumption that disabled people are incapable of sexual relations (Battye, 1966;Shah et al, 2015). Even twentyfirst century on-screen portrayals of the sexual body are focused on the non-disabled body.…”

mentioning

confidence: 99%

“Disabled People Are Sexual Citizens Too”: Supporting Sexual Identity, Well-being, and Safety for Disabled Young People

Shah

2017

Front. Educ.

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Disabled young people are sexual beings, and deserve equal rights and opportunities to have control over, choices about, and access to their sexuality, sexual expression, and fulfilling relationships throughout their lives. This is critical to their overall physical, emotional, and social health and well-being. However, societal misconceptions of disabled bodies being non-normative, other, or deviant has somewhat shaped how the sexuality of disabled people has been constructed as problematic under the public gaze. The pervasive belief that disabled people are asexual creates barriers to sexual citizenship for disabled young people, thereby causing them to have lower levels of sexual knowledge and inadequate sex education compared to their non-disabled peers. As a consequence, they are more vulnerable to "bad sex"-relationships, which are considered to be exploitative and disempowering in different ways. Access to good sex and relationships education for disabled young people is, therefore, not only important for them to learn about sexual rights, sexual identity, and sexual expression but also about how to ensure their sexual safety. In so doing, it will contribute to the empowerment and societal recognition of disabled people as sexual beings, and also help them resist and report sexual violence. Therefore, it is critical that parents, educationalists, and health and social care professionals are aware and appropriately equipped with knowledge and resources to formally educate disabled young people about sexuality and well-being on par to their non-disabled peers.

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Bringing disability history alive in schools: promoting a new understanding of disability through performance methods

Cited by 14 publications

References 30 publications

Polio monologues: translating ethnographic text into verbatim theatre

Polio monologues: translating ethnographic text into verbatim theatre

‘I can’t forget’: Experiences of violence and disclosure in the childhoods of disabled women

“Disabled People Are Sexual Citizens Too”: Supporting Sexual Identity, Well-being, and Safety for Disabled Young People

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