Chrissie Rogers - Doing disability research: the reflexive sociologist
The Department of Sociology's 2009 Undergraduate Lecture given by Dr. Christine Rogers from Anglia Ruskin University on 12 November 2009. Abstract: This paper brings together research that I have carried out under the umbrella of disability research as a reflexive sociologist. It draws on my sociological PhD research, disability theory and auto/biographical research. If you are someone who is not disabled in any way, or does not know a disabled person you could ask the question ‘what has disability research got to do with me?’. However, as an undergraduate you have probably been in an education system that has promoted the ‘inclusion’ of all children to be educated together, whatever their difficulty. Via political discourse, policy directives, qualitative research and personal narratives I would like to challenge notions and provoke critical thinking around disability research. By critically engaging with mothering a disabled child, ‘inclusive’ education and sexual and intimate rights I suggest that young learning disabled people are often considered a disappointment, are excluded within an ‘inclusive’ education system and are at best discouraged from having intimate relationships, a family or an interdependent life. At worst they are socially excluded, abused and live in poverty. Here I suggest that both learning disabled people and their families are considered differently able, and whilst they might not always ‘fit’ within a socially expected norm, (to behave publically appropriate for example), they have a right to what any other young person and their family desire: a life with meaningful relationships and free from prejudice.
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Chrissie Rogers - Doing disability research: the reflexive sociologist
- 1. Doing disability research: the reflexive sociologist Dr Chrissie Rogers, Reader in Education, Anglia Ruskin University [email_address]
- 7. Five mothers and me! See the handout
Notas do Editor
- What does this mean for education professionals?
- Marlene (son with ADHD and possible AS ) Owen, Marlene’s oldest had been excluded from two mainstream primary schools, spent three terms in a pupil referral unit (PRU), and at the time of our second interview, was looking for a mainstream secondary school. Throughout Owen’s primary years teachers told Marlene that he was simply a badly behaved child. By the time Owen was seven years old he had seen an educational psychologist and been referred to a PRU. He was still on the mainstream school roll (register) whilst attending the PRU, but the head teacher asked him not to sit the statutory assessment tests (SATs) because, as Marlene believed ‘she didn’t want his results bringing her league table down’. Then the head teacher ‘excluded’ Owen by not wanting him back. This whole testing culture places an enormous amount of pressure on families and teachers, exacerbating the desire to withdraw or exclude the child. Some children themselves are excluded on the basis of their inability to interact with their mainstream peers. Marlene explained to me that Owen could not interact with the other children at the school, ‘because he didn’t understand the rules’ such as football, ‘and that ended up with the children turning on him’. One of these incidents resulted in Owen running to the toilets. Marlene explained what happened.