Towards a Critical Theory of Disability in Social Work

Hiranandani, Vanmala Sunder

doi:10.22329/csw.v6i1.5712

Cited by 16 publications

(23 citation statements)

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“…The authors further argue that such processes result in stigma and discrimination and, therefore, provide incentives to look for alternatives to biomedical accounts of mental illness. Furthermore, scholars within this camp (e.g., Harper & Speed, 2012;Hiranandani, 2005;Poole et al, 2012;Poole & Ward, 2013) argue that mental illness should be understood using the social model of disability; namely, that mental illness is a label which results in an experience of disability due to a socially constructed world which favours certain abilities over others.…”

Section: Mad Scholars and Critical Disability Theoristsmentioning

confidence: 99%

“…The reluctance in which participants discussed their diagnoses, the ways in which participants sought to control their diagnoses, and, above all, the ways in which participants sought to fit in and behave like others, suggest that governmentality as new eugenics (Baker, 2002) may be a notion relevant to understanding mental illness. While social models of disability argue that impairment is not a necessary result of disability (Hiranandani, 2005), it is unclear what might result if disability is destroyed through self-government.…”

Section: Resilience As Governmentalitymentioning

confidence: 99%

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Resilience as governmentality : a narrative study within mental health.

Mach¹

2021

Preprint

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The study of resilience in individuals is typically conducted to enumerate the ways in which a person may be resilient to difficult life circumstances. Resilience, in this way, is seen as a means to overcoming adversity in order to succeed in life. In the current study, the concept of resilience is examined in terms of the way it may guide or limit the actions of individuals, as governmentality. Specifically, this study focuses on the lives of survivors of mental illness and ascertains the ways in which resilience affects how they have chosen, or have been taught, to manage their mental illness.

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Section: Mad Scholars and Critical Disability Theoristsmentioning

confidence: 99%

Section: Resilience As Governmentalitymentioning

confidence: 99%

Resilience as governmentality : a narrative study within mental health.

Mach¹

2021

Preprint

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“…A critical theory can be distinguished from traditional theories because it seeks human emancipation and transforms the circumstances that enslave human beings (Bohman, 2012:1). [30] Unlike other critical theories, the critical disability theory refutes the medical model and strives for equality and inclusion (Hosking, 2008:17 [29]; Pothier & Devlin, 2006:2, 9-10 [31]). As far as the critical disability theory is concerned, the vital question is not whether a particular person is disabled or not, but rather what society's response to the person's circumstances will be (Pothier & Devlin, 2006:5).…”

Section: C) Critical Disability Theorymentioning

confidence: 99%

The Inclusion of Students with Visual Impairment at Addis Ababa University, Ethiopia: Challenges and Prospects

Zelelew¹

2018

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Following the introduction of Special Needs Education Program Strategy that Ethiopian government developed in 2006, all public HEIs have been required to implement inclusive education as a mandatory approach when educating students with impairment, including those who are visually impaired. However, the actual implementation of an inclusive approach is being challenged by the social, political and physical circumstances of higher education institutions. Therefore, this study aimed at examining the existing challenges and prospects towards the inclusion of students with Visual Impairment (VI) in the particular context of Addis Ababa University (AAU). The study adopted an interpretive paradigm for deeper understanding of the inclusion of students with VI at AAU and informing the detailed judgments made by experts of a suggested action plan to progressively provide support for students with VI at AAU. The study also applied the critical disability paradigm as a complementary philosophical base in order to examine critically the challenges that students with VI face and to suggest ways to transform the inclusive policies and practices of AAU in favor of the students. The researcher undertook the qualitative case study and a Delphi design to address the main aim of this research (i.e., to determine how best to implement an action plan that progressively increases support for students with VI at AAU over a period of time). The action plan that comprises various support measures and the necessary resources was developed using the empirical results of this study as well as the existing findings and best practices found in the literature study. It was scrutinized and approved by a number of experts to be implemented over the next five years at AAU in order to improve the support provided to students with VI.

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“…For many years, the disability discourse has been a minority agenda on post-secondary campuses; it has been firmly anchored in Critical Theory and has involved only a minority of actors and sadly reached few people (Hiranandani, 2005). UDL offers disability activists in higher education the opportunity to offer access solutions which have relevance to a wide student body because they remove barriers for all students (Howard, 2004).…”

Section: Outcomes For the Future Of Access In Higher Educationmentioning

confidence: 99%

Access, Universal Design and the Sustainability of Teaching Practices: a Powerful Synchronicity of Concepts at a Crucial Conjuncture for Higher Education

Fovet

2017

IJDS

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Sustainability in Higher Education is usually interpreted as a concept applying solely to operations management and energy policy. Though the applicability of the concept to social justice is immediately tangible, few campuses have found organic and pragmatic ways to extend principles of sustainability to their equity, diversity or inclusion practices, or to convince their community of the need to do so. This study examines the unique experience of North American campus having attempted this progressive osmosis between the two concepts. Access has represented the opportunity for this rethink. As individual, retroactive accommodations become increasingly obsolete when it comes to providing access to learning to large number of students with specific needs entering post-secondary education, sustainability has become an increasingly appealing lens with which to devise a new framework for inclusion seeking systemic change in pedagogical practices. The North American campus in question implemented a proactive drive for the implementation of Universal Design for Learning from 2011 and this paper presents the analysis of the various and complex ways access and sustainability have become entwined in campus policies. The outcomes are particularly relevant for the Global South in that it may encourage Higher Education institutions in developing countries to avoid the temporary appeal of medical model based measures of inclusion and the precedents set in the Global North over the last two decades, and to focus instead on social model based policies that seek the development of sustainable and inclusive teaching practices from the onset.

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Towards a Critical Theory of Disability in Social Work

Cited by 16 publications

References 0 publications

Resilience as governmentality : a narrative study within mental health.

Resilience as governmentality : a narrative study within mental health.

The Inclusion of Students with Visual Impairment at Addis Ababa University, Ethiopia: Challenges and Prospects

Access, Universal Design and the Sustainability of Teaching Practices: a Powerful Synchronicity of Concepts at a Crucial Conjuncture for Higher Education

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