Search

Counterspaces are fields of social action and activism in which people organize themselves to change oppressive social structures. Ableism, or discrimination based on disability, is expressed in everyday life. Its expressions may take the form of ableist microaggressions. This paper analyses a Twitter campaign, through a sample of 335 tweets published from August to December 2018 under the hashtag MeCripple, that exposed ableism and the daily microaggressions people with disabilities endure in Spain. It examines exposed ableist microaggressions, tests if the domains of microaggressions proposed by other scholars apply to Spain, and explores whether the campaign generated a space for coping and responding to ableist discrimination. It also shows that practices of online visibility generate heterotopic online counterspaces leading to cooperation and mutual support to counter ableist microaggressions. This article analyzes a 2018 Twitter campaign in Spain under the hashtag MeCripple as an offshoot of the MeToo movement. Most of the tweets under this hashtag report experiences of discrimination, insults, or contempt towards a person just for having a disability: we call these situations ableist microaggressions. The classification of ableist microaggressions used in this study serves to analyze experiences in both the U.S. and Spain. Tweets in this campaign expressed the importance of meeting each other on social media websites, such as Twitter, and bringing visibility to the discrimination faced by people with disabilities. This article suggests that public exchanges can help people unaware of ableist microaggressions better understand these forms of discrimination and mobilize them to form alliances to counter these aggressions. [ABSTRACT FROM AUTHOR]

Emergency situations such as pandemics typically widen inequities, and Australian children and young people with disability already face significant inequities in the education system. In this paper we draw on survey data from over 700 respondents exploring education experiences during the COVID-19 pandemic. Many families reported being left behind, finding it difficult to access education remotely, and that this was having a significant impact on wellbeing and mental health. We find that of all support offered by schools, social supports have a stronger association with learner engagement than educational interventions. This finding indicates the importance of social and emotional supports in learning. The COVID-19 pandemic has significantly disrupted education for most learners; There is good evidence to suggest this impact is felt more keenly by students with disability, because there is disability discrimination in the Australian education system; This paper reports survey responses from over 700 families of students with disability exploring the impact of COVID-19 on education; Many families report being left behind and that students found it difficult to learn away from the school campus, which for many students and families led to poorer wellbeing and mental health; Our results suggest that supporting students to have social contact with peers made the biggest impact on students with disability feeling engaged with learning during this time. This shows it is important for teachers and schools to pay attention to social as well as educational aspects of school life when thinking about how to educate students with disability. [ABSTRACT FROM AUTHOR]

This paper draws on a qualitative case study of the experiences of visually impaired rural Chinese women migrating to Beijing. The aim is to understand the ways in which disability, intersecting with gender, prompts the migration of women with disabilities. By applying an intersectionality analytical framework, the present study argues that the migration decisions of visually impaired women are shaped by the 'push factor' of discrimination, the marginalisation of women and people with disabilities in the countryside, and the promise of improved life chances and marriage prospects in the city. However, women with disabilities are not just the victims of the intersection of gender and disability. Their rural-urban migration is also a form of agency; it is an attempt to maintain their autonomy and dignity, motivated by the opportunity to avoid the 'othering' to which they are subjected in their home villages. The experience of visually impaired women who have migrated from rural China to urban China have been very much overlooked to date. Despite the disapproval from their families and the less possibility to remain in Beijing in the long term, many visually impaired women from rural China migrate to here and work as masseuses. The research found that the migration of visually impaired women was an escape of taking the gender roles. The migration decisions were forced by the marginalisation of women with disabilities in the countryside and motivated by the promise of improved life chances and marriage prospects in the large city. The rural-urban migration demonstrates the capacity of visually impaired women to act independently and to make their own free choices, at the same time, it is also an opportunity to develop a community of visually impaired people who work as massage therapists. [ABSTRACT FROM AUTHOR]

Neurodivergence is currently underrepresented among staff in higher education. Acknowledging such underrepresentation, this narrative review critically explores the experiences of neurodivergent academics as reported within the scholarly literature. This review of the literature, which utilised Scopus, ProQuest Central and Education Source via Ebsco databases, identified 34 relevant articles after applying the inclusion and exclusion criteria. Findings from this review challenge universities to acknowledge and redress the negative experiences of neurodivergent staff across issue-areas of disclosure, stigma and discrimination. Moreover, in recognising the positive experiences of accommodated neurodivergence in the academy, medical model supported views of the 'disabled' scholar are undermined. Universities that value diversity and inclusion need to be open to the content of this narrative review along with the suggestions for future research directions. This paper discusses the lived experiences of neurodivergent staff (people who have brains that work differently to most others) in higher education. It reveals what published articles have reported on this matter. Neurodivergent staff can enjoy positive experiences in higher education. For example, they describe receiving accommodations and applying their abilities. These staff can also have negative experiences after telling people that they are neurodivergent. They can be seen and treated in bad ways. This review is useful because it shows that universities need to do more to include neurodivergent staff. [ABSTRACT FROM AUTHOR]

This paper is an analysis of the depiction of autism in The Boy on the Bridge, a post-apocalyptic, dystopian, horror, fiction novel to critically deconstruct the representation of autism specifically related to 15-year-old science prodigy Stephen Greaves. Using a critical content analysis approach, three relevant constructs were identified with depictions including savant/super-crip, non-human othering, and psycho-emotional disablism. Each of these areas is discussed related to the current literature on disability, generally, and autism, more specifically. This analysis demonstrates that cultural understandings of disability are dominated by the medical model, and continue to stigmatize and pathologize while excluding positive social identities. Consideration of the potential damaging aspects of literature portrayals of autism in fictional works is needed to move the autism genre forward in a humanizing and inclusive manner. This study brings awareness to some assumptions around disability by pulling apart one way that autism is presented for public understanding. Even fictional stories can play a role in awareness and understanding of disability such as knowing that autistic people can also be gifted. Notions such as savantism are presented and discussed to help readers understand the various layers in disability. Disability can be presented positively and/or negatively in popular media in both obvious and subtle ways. It is up to readers and viewers to carefully consider how information on disability from popular media might be biased. [ABSTRACT FROM AUTHOR]

This paper begins by giving a description of the relationship between austerity and the neoliberal policy focus on work in the UK, and how this impacts negatively on disabled people. It examines why Black disabled people's employment experiences have been missing in the literature despite the fact that they are more affected by austerity. Black disabled people's experiences in the job market tend to focus on racism and discrimination, whilst other struggles linked to disability, and what this implies for Black people, are poorly understood. A case study, of Black disabled workers, living with the sickle cell condition, is examined to comprehend why more nuanced intersectional research might be needed to understand why some Black people's experiences of employment remain invisible. While there has been a lot of attention on disability and impact of austerity and employment in the England, certain experiences have been missing in analysis. The study explains why Black disabled people's employment experiences are neglected in disability, ethnic minority as well as within employment research. Black people's experiences in the job market tend to focus on racist discrimination or identities, whilst other struggles linked to class, sexism and disability discrimination are poorly delineated. A case study of Black disabled workers with a genetic condition, sickle cell, is given to argue that more nuanced research is needed. [ABSTRACT FROM AUTHOR]

Little research has been conducted, understanding the impact of educational-inclusion and workplace anti-discriminatory policies on lived-experiences of people with dyslexia. This paper consequently analyses qualitative-biographical accounts of 15 adults with dyslexia; applying the social relational model of disability to conceptualise these. Findings illustrate, the embodied-experiences of dyslexia defined within a disabling-educational system and discriminatory-workplace; culminating in psycho-emotional impact on participant's self-esteem leading them to pathologise experiences of failure through an individualistic deficit-explanation of self. The article concludes suggesting these lived-experiences must be acknowledged in education to develop inclusive practices adequately preparing individuals for adulthood, not just for the workplace. This article draws on the social relational model of disability (i.e. recognising both the social and the biological) and applies it to the experiences of people with dyslexia. Participants discussed the psychological and emotional impact of experiences of exclusion throughout their life histories. Participants discussed painful school experiences during childhood which had a lasting emotional impact. Even though legislation requires 'reasonable adjustments' must be made in workplaces, people with dyslexia still experience discrimination The research views dyslexia as an alternative reading and writing style which needs to be considered by schools and employers, looking to create an inclusive environment. [ABSTRACT FROM AUTHOR]