Reflecting on Education for Sustainable Development through Two Lenses: Ability Studies and Disability Studies

Wolbring, Gregor; Burke, Brigid

doi:10.3390/su5062327

Cited by 24 publications

(24 citation statements)

References 64 publications

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“…Sustainability was a theme mentioned in various ways. This is another discourse that in general is seen in need of disabled people to be present (Wolbring & Burke, 2013;. However readers do not obtain knowledge that would make them realize that need.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Newspaper Coverage of Food Security through a Disability Studies Lens

Wolbring¹,

Mackay²

2014

JSD

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Food security is an issue of global concern recognized by numerous international and national agencies. It has been mentioned over twenty times in the Rio+20 outcome document The Future We Want. It is recognized as an essential human security by the World Health Organization Commission for Human Security and as a social determinant of health. Food security agendas are enacted in many places locally to globally. Media are to inform the public on issues of importance for the public. Disabled people are part of the public and disabled people are one group experiencing over proportional levels of food insecurity. We investigated the food security coverage of various newspapers through a disability studies lens. To obtain quantitative data on the visibility of disabled people and other groups in the food security discourse the following newspapers were investigated: The Globe and Mail (Canada), National Post (Canada), Calgary Herald (Canada), New York Times (USA), The Guardian (UK), The Times (UK), and the Canadian Newsstand complete, a collection of 300 Canadian newspapers. Quantitative and qualitative data on what food security issues were reported was obtained from The Globe and Mail (Canada), Calgary Herald (Canada) and the New York Times (USA). We discuss how issues reported around food security are influenced by disabled people and how they could impact disabled people. We found very little to no mentioning of disabled people within food security coverage. Our data also reveals the absence of coverage of other socially disadvantaged groups such as indigenous people and immigrants and a lack of a human rights or ethics angle. We posit that many of the food security problems mentioned are of relevance to and experienced by disabled people and other socially disadvantaged groups such as indigenous people and immigrants however the reader won't make the linkage by reading the newspapers we investigated. We conclude that the utility of the newspapers covered in advancing food security for disabled people and other socially disadvantaged groups is very low.

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Section: Discussionmentioning

confidence: 99%

Analysis of Newspaper Coverage of Food Security through a Disability Studies Lens

Wolbring¹,

Mackay²

2014

JSD

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“…It is stated elsewhere [35] that ableism is a useful angle for the education for sustainable development discourse and we submit an ableism lens is useful for all SD discourses covered in this paper. The highlighted expectations also pose challenges for academia given the low level of disabled people within academia and the problematic sentiment toward disabled students [46] and to the output academics generate (open access or not or both; academic language or lay language or both) [15].…”

Section: Challenges For Academiamentioning

confidence: 99%

“…Problems related to the imagery of disabled people is not a new one but is seen for a long time a pervasive issue [35,48,49] whether on the one hand the tragedy imagery the participants of the discussion forum disability and the Post-2015 development goal agenda [12] questioned a lot or the "supercrip" image where disabled people are portrait as heroically overcoming "their limitation" [50][51][52][53][54][55][56]. These imageries are detrimental to disabled people taking part in SD discourses as "normal" citizens indeed these imageries were seen as one cause of the lack of political and societal will to increase the social health of disabled people by the participants of the discussion forum disability and the Post-2015 development goal agenda [12].…”

Section: Attitude Toward Disabled Peoplementioning

confidence: 99%

“…Indeed the participants of the discussion forum disability and the Post-2015 development goal agenda [12] stated clearly that capacity building of disabled people is also needed so they could hold their own in other discourses when they want to voice their opinions. We posit that capacity building of disabled people should be a main focus of the education part of various SD fields [35].…”

Section: Visibility Of Disabled Peoplementioning

confidence: 99%

“…This finding is also not surprising as disabled people are not part of many of the discourses that make up the targets and goals of MDG and SD. Disabled people are not part of the energy discourse and are rarely visible in the climate change discourse [34] or the education for sustainable development discourse [35]. Disabled people are also invisible in many water related discourses including sanitation and hygiene [36].…”

Section: Visibility Of Disabled Peoplementioning

confidence: 99%

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Disabled People and the Post-2015 Development Goal Agenda through a Disability Studies Lens

et al. 2013

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Abstract:The purpose of this study was to examine the role and visibility of disabled people in the discourses of various global policy processes related to sustainable development and the Post-2015 development agenda. This article makes several recommendations for strengthening the role of disabled people in these discourses. The research addresses the question of how the disability community and sustainable development community relate to each other in these discourses. This study provides quantitative and qualitative data on three aspects of the relationship. One set of data highlights who is seen as a stakeholder in general and the visibility of disabled people in the social sustainability, sustainable consumption, Rio+20 and Post-2015 development agenda proposals discourses and what participants of the online consultation for a disability inclusive development agenda towards 2015 and beyond had to say about the issues of visibility of disabled people in development discourses. A second set of data illuminates the attitudes towards disabled people evident in the SD discourses including through the eyes of the participant of the online consultation for a disability inclusive development agenda towards 2015 and beyond. The final set of data compares the goals and actions seen as desirable for the advancement of SD evident in the SD literature covered and the online consultation for a disability inclusive development agenda towards 2015 and beyond. This study interpreted the data through a disability studies lens. The study found that OPEN ACCESSSustainability 2013, 5 4153 disabled people were barely visible to invisible in the SD literature covered, that the goals and actions proposed in the SD discourses are of high relevance to disabled people but that these discussions have generally not been explicitly linked to disabled people. It found further that disabled people have clear ideas why they are invisible, what the problems with development policies are and what needs to happen to rectify the problems. It found also that there was a lack of visibility of various SD areas and goals within the disability discourse. This paper provides empirical data that can be used to further the goal of mainstreaming of disabled people into the SD and Post-2015 development discourses as asked for in various high-level UN documents. However, we posit that the utility of our paper goes beyond the disability angle. Our quantitative data also highlights other forms of social group visibility unevenness in the literature and as such, we argue that the data we present in this paper is also of use for other stakeholders such as youth, women and indigenous people and also for NGOs and policy makers.

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Researching Within the Educational Margins

2020

Palgrave Studies in Education Research Methods

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The following chapter will address the many challenges faced when conducting research with the autistic community. In particular, the considerations, challenges and wicked problems that were encountered as the researcher worked towards obtaining ethical clearance for the research study 'Self-determination for the rest of my life: Young autistic adults' insights into the interaction between Queensland secondary school transition practices and post-school quality of life'. The question of why and how autistic people came to be marginalised within education and educational research, and the impact that this has for the people themselves and for research outcomes will be addressed. The specific and evolving strategies employed to address some of the challenges and wicked problems within this research project are shared, while considering the processes needed for developing effective, and at times innovative, strategies to effectively include this marginalised group. Throughout the chapter, concepts and approaches for further engaging the autistic community in communicating their experiences and articulating their voices are woven into the discussion, with the aim of supporting researchers, autistic people and the wider community to engage in reflective dialogues about effective educational research with the autistic community.Autism spectrum disorder (ASD) is a condition in which individuals display differences in how they engage in social communication. Rigid and repetitive interests and behaviours are also exhibited (Diagnostic and Statistical Manual 5 th edition [DSM 5], 2013). Contemporary understandings recognise one condition, autism spectrum disorder, with a strong emphasis on acknowledging the wide spectrum and levels of differences each individual experiences, and the supports required by each (DSM 5, 2013: Vaccaro, Kimball, Wells & Ostiguy, 2015.Thus, the use of the umbrella term 'autism' throughout the chapter is utilised, whilst acknowledging the significant variation that exists between individuals with the same diagnosis.The researcher has both a personal and professional interest in this topic, as both the parent of a young autistic adult, and as an educator who has worked for many years supporting autistic people within the Queensland education system in Australia. Both experiences have shown that education can, and often does, function as an agent of marginalisation for people with autism. Research supports this experience, finding that the majority of individuals with autism experience poor academic and social outcomes throughout school and poor post

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Reflecting on Education for Sustainable Development through Two Lenses: Ability Studies and Disability Studies

Cited by 24 publications

References 64 publications

Analysis of Newspaper Coverage of Food Security through a Disability Studies Lens

Analysis of Newspaper Coverage of Food Security through a Disability Studies Lens

Disabled People and the Post-2015 Development Goal Agenda through a Disability Studies Lens

Researching Within the Educational Margins

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