Negotiating Mutuality and Agency In Care-giving Relationships with Women with Intellectual Disabilities

Cushing, Pamela; Lewis, Tanya

doi:10.1353/hyp.2002.0048

Cited by 4 publications

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“…11The most accurate term would be “profound intellectual and/or multiple disabilities.” Most intellectually disabled persons do not resemble the group of persons with profound intellectual and/or multiple disabilities I have in mind here. In fact, the ambiguity about the care needs of people with mild or moderate intellectual disabilities is often one of the major stakes in debates on dependency (Cushing and Lewis 2002; Van Hove et al 2012). …”

Section: Notesmentioning

confidence: 99%

“…Most intellectually disabled persons do not resemble the group of persons with profound intellectual and/or multiple disabilities I have in mind here. In fact, the ambiguity about the care needs of people with mild or moderate intellectual disabilities is often one of the major stakes in debates on dependency (Cushing and Lewis 2002;Van Hove et al 2012). 12 See Kittay 2011 for an example of how the paradigm case of the profoundly intellectually disabled person has been leveraged to critique disability studies accounts of dependency and care.…”

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Four Paradigm Cases of Dependency in Care Relations

Weele¹

2021

Hypatia

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Dependency functions as a keyword in care theory. However, care theorists have spelled out the ontological and moral ramifications of dependency in different and often conflicting ways. In this article, I argue that conceptual disputes about dependency betray a fundamental discordance among authors, rooted in the empirical premises of their arguments. Hence, although authors appear to share a vocabulary of dependency, they are not writing about quite the same phenomenon. I seek to elucidate these differences by teasing out and comparing different conceptions of dependency found in the literature. Borrowing a phrase from Eva Kittay, I trace four “paradigm cases” of dependency: the infant, the physically disabled person, the profoundly intellectually disabled person, and the refugee. These paradigm cases serve as the empirical touchstone from which theorists extract their conceptions of dependency. Each paradigm case, moreover, permits (or even implores) a particular ethical sensibility toward care. How we understand and value dependency thus seems to determine how we understand and value care, and vice versa. In this way, I contend, our normative orientation toward care might influence what sorts of dependency we see—and, by extension, which forms of dependency we fail to notice.

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Section: Notesmentioning

confidence: 99%

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Four Paradigm Cases of Dependency in Care Relations

Weele¹

2021

Hypatia

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“…Moreover, there are important differences between experienced agency and perceived agency (the latter being others’ perceptions of one’s agency, not a form of agency itself). Experienced agency might consist in, for example, one’s experiences of being able to act, having the freedom, opportunity, and ability to act in any given condition; importantly, this ability is structured by relations of power, intimate relations, and discursive practices (Cushing and Lewis, 2002). Thus, experienced agency is materially relational insofar as our ability to act depends on the circumstances in which we act and our relationships to others.…”

Section: Misattributing Agencymentioning

confidence: 99%

Paternalistic aims and (mis)attributions of agency: What the over-punishment of Black girls in US classrooms teaches us about just school discipline

Lamboy

Taylor

Thompson

2020

Theory and Research in Education

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In this article, we explore the interrelated phenomena of teachers’ paternalistic aims and their misattributions of the agency of their students within particular schooling contexts of systemic racial injustice in the United States. We argue that, because teachers in these contexts assess agency in patterned, predictable ways that stem from – and reify – preexisting unjust patterns of oppression, teachers are unreliable evaluators of the conditions necessary for just punishment. To build this argument, we explore a complex case in which authorities regularly fail to meet these conditions: the punishment of Black girls in low-income, urban, predominantly non-White primary and secondary schools in the United States. Through our analysis, we offer a new concept, excess agency misattribution, which raises serious questions about subjective justifications for punishment in contexts of entrenched injustice. By delineating how the perceptions of teachers influence both the putative justifying aims and targeted recipients of punishment, we demonstrate how the existing terrain of school punishment practices ought to affect our normative reasoning about the fairness of punishment in these contexts.

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“…It is in the context of time spent together in ordinary life and in celebrations that leaders at L'Arche spoke of receiving care from core members. In L'Arche's understanding, the giving and receiving of care is a common human practice for both people with and without disabilities (Cushing and Lewis 2002. Marion, a house leader, said core members should be viewed as human beings who can be friends: "It is a person who can teach us a lot and who has an experience we don't have."…”

Section: Celebrations and Life Togethermentioning

confidence: 99%

The politics of community: care and agency in people with intellectual disabilities at L’Arche

McCrary

2020

Politics, Groups, and Identities

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Theorists of disability have long noted the lack of inclusion of people with disabilities in social and political life due to architectural, transportation, educational, and legal barriers, to name a few, and due to a lack of needed supports that facilitate inclusion. Examining the practices of a L'Arche community allows us to theorize another element of social and political inclusion: communities of care that support the development of agency. L'Arche à Trosly is a French community made up of people with and without disabilities sharing life together; it is part of an international federation of similar communities. Attention to L'Arche's community life, which I examine through interviews with members of L'Arche, can contribute to a political theory of community life: Through what I call "caring among"mutual care among members of a community that includes the responsibility for making decisions about and working toward the common goodpolitical membership and agency can be developed.

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Negotiating Mutuality and Agency In Care-giving Relationships with Women with Intellectual Disabilities

Cited by 4 publications

References 0 publications

Four Paradigm Cases of Dependency in Care Relations

Four Paradigm Cases of Dependency in Care Relations

Paternalistic aims and (mis)attributions of agency: What the over-punishment of Black girls in US classrooms teaches us about just school discipline

The politics of community: care and agency in people with intellectual disabilities at L’Arche

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