Language: A Pernicious and Powerful Tool

Parker, Jessica K.

doi:10.2307/822349

Cited by 9 publications

(5 citation statements)

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“…For example referring to people with dementia as ‘sufferers’ or as ‘victims’ implies that they are helpless. This not only strips people of their dignity and self-esteem, it reinforces inaccurate stereotypes and heightens the fear and stigma surrounding dementia.Language is a powerful tool (Anon, 2010; Cayton, 2006; Hoffert, 2006; Parker, 2001; Sabat, 2001), and our words do reflect our thoughts and feelings, and can show respect or disrespect. The words we use not only strongly influence how others treat or view people with dementia, perhaps more importantly they can impact how they view themselves and how they relate to others, which can negatively impact their ability to be empowered.…”

Section: Languagementioning

confidence: 99%

“…Language is a powerful tool (Anon, 2010;Cayton, 2006;Hoffert, 2006;Parker, 2001;Sabat, 2001), and our words do reflect our thoughts and feelings, and can show respect or disrespect. The words we use not only strongly influence how others treat or view people with dementia, perhaps more importantly they can impact how they view themselves and how they relate to others, which can negatively impact their ability to be empowered.…”

Section: Languagementioning

confidence: 99%

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Dementia: Stigma, Language, and Dementia-friendly

2014

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Section: Languagementioning

confidence: 99%

Section: Languagementioning

confidence: 99%

Dementia: Stigma, Language, and Dementia-friendly

2014

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“…In Indian societies, it seems to be a common saying in general that (Hindi) ‘ Buda aur bacha ek saman hota hai – PF3, General public, Delhi ’, which means an older person and the child are the same. Language is a crucial instrument (Cayton, 2006) at the same time language can be pernicious (Parker, 2001). Language reflects one’s opinions and sentiments, at the same time in their own way languages can show respect or disrespect.…”

Section: Discussionmentioning

confidence: 99%

Understanding, experiences and attitudes of dementia in India: A qualitative study

et al. 2022

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India is the world’s second-most populous country and there are about 5.3 million people with dementia in India. Only one out of ten people living with dementia in India ever gets a diagnosis, care or treatment. There are various obstacles to deliver dementia care and support to people living with dementia and their carers. Furthermore, there is inadequate understanding of dementia in the general public and within the health care professionals. Studies in India indicate that people with dementia experience stigmatisation in society as well as neglect from their families. Social prejudice associated with dementia makes it a challenging experience, in addition, it makes the persons with dementia and carers feel isolated and stigmatised. Focus groups and individual interviews were used to explore perceptions, beliefs and experiences of dementia across a number of stakeholders in India, with an effort to understand stigma towards people with dementia. Participants were recruited in two diverse cities of India (Chennai and Delhi), and were comprised of a range of key stakeholders, including persons with dementia ( n = 8), caregivers ( n = 19), health care professionals ( n = 16) and the general public ( n = 15). Following a thematic analysis, we identified three overachieving themes; (1) Poor awareness, (2) Stigma and (3) Barriers to accessing care. These all occurred within the context of socio-cultural beliefs. Whilst each stakeholder group had different experiences of dementia, it was common for all participant groups to use stigmatising language associated with dementia. In many cases, stigmatising beliefs and poor understanding of dementia resulted in poor care. There is an apparent need to raise awareness of dementia in India across all stakeholder groups; the fact that participants were able to self-identify that they had a lacked awareness of the condition may indicate that these groups are receptive to learning more about dementia.

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“…Due to the pathologizing of homosexuality and fear of retribution, LGBTQ+ teachers have expressed a hypervigilance, which may have the unintended consequence of making them seem aloof or unapproachable to colleagues and students; this can lead to further isolation within their profession (e.g., Donelson & Rogers, 2004; King, 2004; McNeill, 2013). Though studies examining teachers’ experiences have routinely used “the closet” as a framework, the binarial emphasis of which has led to growing contestation (McBride, 2017), to whatever degree teachers are out or have been outed, most studies (e.g., Endo et al, 2010; Gust, 2007; Parker, 2001) have indicated mixed consequences to disclosure. Some teachers have reported being subjected to a hostile work environment at the hands of parents, students, and even fellow educators.…”

Section: Literature Reviewmentioning

confidence: 99%

“This Is Fine”: The Principal’s Role in the Induction Experiences of a Gay, Novice, ELA Teacher

Davis

2022

Journal of School Leadership

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While there have been numerous studies of teachers’ lived experiences, the LGBTQ+- teaching community continues to be underrepresented within this literature (Mayo, 2008). More specifically, empirical evidence regarding LGBTQ+ preservice teachers’ (PST) experiences and their induction is nearly all, but absent. This is of great importance to discussions and formations of educational practice and policies. Drawn from a larger, critical narratological study examining lesbian, gay, and/or queer first-year E/LA teachers, this study illuminates the experiences of a first-year, middle school E/LA teacher and her stories of her interactions with her building’s principal. Utilizing systems of first year teaching (Strom et al., 2018), tenets of queer theory (Butler, 1997), and subjectivities (Cammack & Phillips, 2002), this study drew on multiple semi-structured interviews, ethnographic field observations, preservice field experience journals and coursework, along with artifacts of student learning. Findings demonstrate the participant’s sense of space and place within her building, district, and the state, in combination with multiple interactions with her school’s administration, elicited and reified feelings of precarity, which were interwoven within her induction stories. Most importantly, these tensions affected the participant’s sense-making, and contributed to troubles with enacting more engaging, student-centered pedagogical practices, which contributed to difficulties in curating healthier classroom ecologies. Altogether, this furthered the participant’s feelings of confusion, isolation, and inefficacy. As these emotions are often associated with teacher attrition, implications center the key role principals and school policies play within teacher induction, but especially in disrupting inequities and affirming LGBTQ+ teachers’ importance within their schools.

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Language: A Pernicious and Powerful Tool

Cited by 9 publications

References 0 publications

Dementia: Stigma, Language, and Dementia-friendly

Dementia: Stigma, Language, and Dementia-friendly

Understanding, experiences and attitudes of dementia in India: A qualitative study

“This Is Fine”: The Principal’s Role in the Induction Experiences of a Gay, Novice, ELA Teacher

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