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In this autoethnography, BW and I explore the various ways in which my experiences of lockdown during the Coronavirus pandemic are not altogether different from my everyday experiences as a visually impaired person. Further, we make sense of my experience that, notwithstanding the social world's expression of feelings about lockdown and social distancing, my own reactions to disability-imposed lockdown remain unrecognized, invalidated and unseen. Making sense of these experiences of invisibility is essential, since it is only when our experiences are truly contemplated by others that we can have the hope of being fully known. In this paper, my co-author and I explain the various ways in which my experiences of lockdown during the Coronavirus pandemic are not altogether different from my everyday experiences as a visually impaired person; I provide examples to illustrate that there are anxiety-provoking challenges lurking outside my home; Yet, giving in to these anxieties and being confined to my home is too painful to give in to; While my everyday experiences are, too some extent, what the world is experiencing at the current moment with social distancing and lockdown, my feelings about disability-imposed lockdown remain unrecognized, invalidated and unseen; It is important to voice and make known these realities, For it is only when our experiences are truly seen—when we are completely known—that we can move towards self-acceptance. [ABSTRACT FROM AUTHOR]

While disability scholars are increasingly exploring the experiences of disabled employees within the academe, there seemingly does not exist literature on this topic in South Africa. In this autoethnography, I make sense of my experiences as a visually impaired university lecturer. I dissect my continual performances of able-bodiedness – my efforts to conceal truths around my disability – despite a seemingly inclusive work environment. I discuss the psychological cost of these performances and, lastly, illustrate the importance of a creative, open and responsive attitude on the part of nondisabled colleagues and managers to help their disabled colleagues to become their true and authentic self. While literature on the experiences of Black academics is on the rise, very few studies investigate the experiences of disabled academics; Currently, there is no literature that tells the stories of disabled academics within South Africa; In this autoethnography, I narrate aspects of my experiences as an academic with a visual impairment; In this paper, I unravel my continual able-bodied performances within the academy and the cost thereof; Lastly, I discuss the importance of open and responsive relationships between managers and disabled academics. [ABSTRACT FROM AUTHOR]

This paper problematises the notion of research production within disability studies by comparing literature on emancipatory research with concepts of reflexivity, authority and empowerment employed within ethnographic research. It critically examines a number of proposals within disability studies on how researchers can stimulate or contribute to processes which improve their respondents life conditions. A variety of strategies for change are discussed within the context of how ethnographers do fieldwork, and write up and disseminate their findings. This discussion also questions the role of the researcher and respondent as 'expert', suggesting that ethnographers should not privilege their own perspectives over that of respondents. It is concluded that the variety of research strategies and roles outlined in this paper need not be mutually exclusive and therefore, that there are a number of different yet complementary ways in which researchers can contribute to the conditions within which self-emancipation flourishes. [ABSTRACT FROM AUTHOR]

Does the social model of disability currently inform the delivery of services for people labelled as having profound and complex learning difficulties? What distinguishes practice which draws on the social model from that which is influenced by an individual model or a medical model of disability? This paper draws on the findings of a small scale interpretive research study and some of the current debates within disability studies to illuminate these questions. It concludes that the social model can and does positively impact on some practice and that it should be taught to all providers of services for this group. It further concludes that to include discussion about individual experience of impairment in such training may have negative consequences. [ABSTRACT FROM AUTHOR]