Disability studies
1. Ontstaan en historiek van disability studies ..................................................................... 6
Disability/ handicap/ beperking/ label ................................................................................. 6
Even situeren ..................................................................................................................... 7
Inhoud ............................................................................................................................... 7
Ontstaan en historiek ......................................................................................................... 7
Voorlopers VS..................................................................................................................... 8
Burgerrechtenbeweging jaren ’70 en ‘80 ........................................................................... 9
Disability als minderheidsgroep – Hahn (1988)..................................................................... 9
Academische institutionalisering................................................................................... 10
Voorlopers UK .................................................................................................................. 10
Sociaal model .................................................................................................................. 11
Sterktes van sociaal model ............................................................................................ 12
Tekortkomingen van sociaal model ................................................................................ 12
Wat keert altijd terug? ....................................................................................................... 13
Gentse disability studies: Vanhove .................................................................................... 15
2. Invloed op beeldvorming en handelen............................................................................ 16
Ontstaan en historiek van Disability studies....................................................................... 16
Crip camp ........................................................................................................................ 17
Invloed op beeldvorming & handelen................................................................................. 19
Hoe kijk je naar alle lagen én hoe kijk je naar verandering? .............................................. 20
Reading Rosie/Heleen ...................................................................................................... 20
Verschillende manieren zijn mogelijk ............................................................................. 20
Autisme canon.............................................................................................................. 21
Sociaal model ............................................................................................................... 22
Relationeel model ......................................................................................................... 22
Sociaal-culturele lezing ................................................................................................. 23
Waarom zijn deze ‘lenzen’ van belang? ........................................................................... 23
Bewaren van handicap specifieke kennis – meerdere functies ........................................ 23
Uitdagingen voor de toekomst ....................................................................................... 23
WHO – beperking= participatieprobleem ....................................................................... 23
Jim Thompson (2008) .................................................................................................... 24
Inbedden in breder verhaal – beeld samen maken .......................................................... 24
1
, Robert Vermeiren – verschil tussen classificatie en diagnose .......................................... 24
Intersectionaliteit – kruisende identiteiten ..................................................................... 25
Intersectionaliteit.......................................................................................................... 25
Discrit – intersectie kleur en dis/ability ........................................................................... 25
Comfort fantasies of inclusion ....................................................................................... 25
Race and class appear and disappear in disability categories ......................................... 26
A transformative approach ............................................................................................ 26
Het gaat over ................................................................................................................ 26
Wat nemen we mee? ..................................................................................................... 26
3. Crip – crippen – crip theory – crip time ........................................................................... 27
Vragen uit vorige les .......................................................................................................... 27
Crip – what? ..................................................................................................................... 27
Rosemary-Garland, Thomson- Normate ........................................................................ 28
Waarom is een perfect functionerend lichaam beter en meer aantrekkelijk dan een ander?
.................................................................................................................................... 29
Belang van collectief ..................................................................................................... 30
Sins valid-disability justice ............................................................................................ 30
Doel crip ....................................................................................................................... 31
Crip theory ....................................................................................................................... 31
Crippen ............................................................................................................................ 32
Helping Dances – Petra Kuppers and Neil Marcus ........................................................... 33
Crippen van autonomie ................................................................................................. 33
Meer fluide lichamen in verbinding ................................................................................ 34
Crip time .......................................................................................................................... 36
Samuels (2017) – 6 ways to look at crip time................................................................... 36
Gehinderde hoofden – Landschip .................................................................................. 36
Kritieken........................................................................................................................... 37
Crip stories van bij ons...................................................................................................... 38
Ted Oonk & Laurence Demets ........................................................................................ 38
Shérazade Gharbi & Ilke De Vries ................................................................................... 38
Crip song – Piet Devos ................................................................................................... 38
4. Ableism en hoger onderwijs........................................................................................... 39
Verontwaardiging.............................................................................................................. 39
Student in Gent ................................................................................................................ 39
2
, Able-bodies – ‘normate’ .................................................................................................... 39
Space & time <-> MisFit ................................................................................................. 39
Wat is ableism?............................................................................................................. 40
Habitus of ableism (Dokumaci, 2023 p20) ...................................................................... 40
Bouwstenen ..................................................................................................................... 41
Mechanismen van Ontoviolence.................................................................................... 41
Microaggressions ...................................................................................................... 42
Bevindingen ........................................................................................................... 42
Geïnternaliseerd ableism........................................................................................... 42
Encumbrance – crypto-normative judgements............................................................ 42
Dis/human ............................................................................................................ 43
Ableism als ethisch vraagstuk binnen onderwijs: hoe afleren of ongedaan maken? .......... 43
Depathologiseren ......................................................................................................... 43
Ableist imaginary .......................................................................................................... 44
Counterstories .............................................................................................................. 44
Ableist imaginary .............................................................................................................. 44
5. Beloning as a matter of care .......................................................................................... 45
Intro ................................................................................................................................. 45
Belonging? ....................................................................................................................... 45
Belonging binnen DS? ................................................................................................... 46
Belonging en inclusie?................................................................................................... 47
Missing voices in inclusief ............................................................................................. 47
Samenwerking met Ellen Vermeulen .............................................................................. 47
Sessies over de documentaire met leerkrachten ............................................................ 48
De aporia vanuit een ethisch-pedagogisch perspectief ............................................... 48
Centrale ideeën ................................................................................................................ 49
Belonging en inclusie .................................................................................................... 49
Filmpjes ........................................................................................................................... 49
Rosie ............................................................................................................................ 49
Irakli ............................................................................................................................. 50
Nathan ......................................................................................................................... 50
Sami ............................................................................................................................. 51
Belonging als matter of care .............................................................................................. 51
Verworteling ................................................................................................................. 51
3
, Belonging as a matter of care......................................................................................... 52
6. Lokaal welbevinden van personen mensen met een beperking ....................................... 54
Context en achtergrond .................................................................................................... 54
Thuisgevoel – lokaal welbevinden van inwoners met een beperking in Vlaamse steden en
gemeenten ................................................................................................................... 54
Dus: inzetten op lokale besturen.................................................................................... 54
Doel van het onderzoek ................................................................................................. 55
Enkele inzichten uit de survey bij lokale beleidsmakers ...................................................... 55
Doel van de bevraging ................................................................................................... 55
Hoe gingen we tewerk?.................................................................................................. 56
Enkele resultaten .......................................................................................................... 56
Aanbevelingen .............................................................................................................. 58
Enkele inzichten uit de focusgroepen met personen met een beperking .............................. 58
De focusgroepen........................................................................................................... 58
Hoe ging ik te werk? ...................................................................................................... 58
Definitieve thema’s ....................................................................................................... 59
Mobiliteit en openbaar vervoer ................................................................................... 59
Fysieke toegankelijkheid ............................................................................................ 59
Netwerk en ondersteuning ......................................................................................... 61
Beeldvorming ............................................................................................................ 61
Initiatief ligt bij mensen met een beperking zelf ........................................................... 62
Discriminatie............................................................................................................. 62
Conceptmapping?............................................................................................................ 63
Lokaal welbevinden – thuisgevoel naar een gedeeld kader .............................................. 63
Wat is conceptmapping? (Trochim) ................................................................................ 63
6 stappen van conceptmapping..................................................................................... 63
Generatie van items (free listing) ................................................................................ 64
Structurering van items (free structuring).................................................................... 64
Representatie van verklaringen in de vorm van een conceptmap ................................. 64
Naar een tool en methodologie .................................................................................. 65
7. Mad rights and sociale inclusive .................................................................................... 66
Positionering .................................................................................................................... 66
Mentale gezondheid ......................................................................................................... 66
Wereldgezondheidsorganisatie ......................................................................................... 66
4
1. Ontstaan en historiek van disability studies ..................................................................... 6
Disability/ handicap/ beperking/ label ................................................................................. 6
Even situeren ..................................................................................................................... 7
Inhoud ............................................................................................................................... 7
Ontstaan en historiek ......................................................................................................... 7
Voorlopers VS..................................................................................................................... 8
Burgerrechtenbeweging jaren ’70 en ‘80 ........................................................................... 9
Disability als minderheidsgroep – Hahn (1988)..................................................................... 9
Academische institutionalisering................................................................................... 10
Voorlopers UK .................................................................................................................. 10
Sociaal model .................................................................................................................. 11
Sterktes van sociaal model ............................................................................................ 12
Tekortkomingen van sociaal model ................................................................................ 12
Wat keert altijd terug? ....................................................................................................... 13
Gentse disability studies: Vanhove .................................................................................... 15
2. Invloed op beeldvorming en handelen............................................................................ 16
Ontstaan en historiek van Disability studies....................................................................... 16
Crip camp ........................................................................................................................ 17
Invloed op beeldvorming & handelen................................................................................. 19
Hoe kijk je naar alle lagen én hoe kijk je naar verandering? .............................................. 20
Reading Rosie/Heleen ...................................................................................................... 20
Verschillende manieren zijn mogelijk ............................................................................. 20
Autisme canon.............................................................................................................. 21
Sociaal model ............................................................................................................... 22
Relationeel model ......................................................................................................... 22
Sociaal-culturele lezing ................................................................................................. 23
Waarom zijn deze ‘lenzen’ van belang? ........................................................................... 23
Bewaren van handicap specifieke kennis – meerdere functies ........................................ 23
Uitdagingen voor de toekomst ....................................................................................... 23
WHO – beperking= participatieprobleem ....................................................................... 23
Jim Thompson (2008) .................................................................................................... 24
Inbedden in breder verhaal – beeld samen maken .......................................................... 24
1
, Robert Vermeiren – verschil tussen classificatie en diagnose .......................................... 24
Intersectionaliteit – kruisende identiteiten ..................................................................... 25
Intersectionaliteit.......................................................................................................... 25
Discrit – intersectie kleur en dis/ability ........................................................................... 25
Comfort fantasies of inclusion ....................................................................................... 25
Race and class appear and disappear in disability categories ......................................... 26
A transformative approach ............................................................................................ 26
Het gaat over ................................................................................................................ 26
Wat nemen we mee? ..................................................................................................... 26
3. Crip – crippen – crip theory – crip time ........................................................................... 27
Vragen uit vorige les .......................................................................................................... 27
Crip – what? ..................................................................................................................... 27
Rosemary-Garland, Thomson- Normate ........................................................................ 28
Waarom is een perfect functionerend lichaam beter en meer aantrekkelijk dan een ander?
.................................................................................................................................... 29
Belang van collectief ..................................................................................................... 30
Sins valid-disability justice ............................................................................................ 30
Doel crip ....................................................................................................................... 31
Crip theory ....................................................................................................................... 31
Crippen ............................................................................................................................ 32
Helping Dances – Petra Kuppers and Neil Marcus ........................................................... 33
Crippen van autonomie ................................................................................................. 33
Meer fluide lichamen in verbinding ................................................................................ 34
Crip time .......................................................................................................................... 36
Samuels (2017) – 6 ways to look at crip time................................................................... 36
Gehinderde hoofden – Landschip .................................................................................. 36
Kritieken........................................................................................................................... 37
Crip stories van bij ons...................................................................................................... 38
Ted Oonk & Laurence Demets ........................................................................................ 38
Shérazade Gharbi & Ilke De Vries ................................................................................... 38
Crip song – Piet Devos ................................................................................................... 38
4. Ableism en hoger onderwijs........................................................................................... 39
Verontwaardiging.............................................................................................................. 39
Student in Gent ................................................................................................................ 39
2
, Able-bodies – ‘normate’ .................................................................................................... 39
Space & time <-> MisFit ................................................................................................. 39
Wat is ableism?............................................................................................................. 40
Habitus of ableism (Dokumaci, 2023 p20) ...................................................................... 40
Bouwstenen ..................................................................................................................... 41
Mechanismen van Ontoviolence.................................................................................... 41
Microaggressions ...................................................................................................... 42
Bevindingen ........................................................................................................... 42
Geïnternaliseerd ableism........................................................................................... 42
Encumbrance – crypto-normative judgements............................................................ 42
Dis/human ............................................................................................................ 43
Ableism als ethisch vraagstuk binnen onderwijs: hoe afleren of ongedaan maken? .......... 43
Depathologiseren ......................................................................................................... 43
Ableist imaginary .......................................................................................................... 44
Counterstories .............................................................................................................. 44
Ableist imaginary .............................................................................................................. 44
5. Beloning as a matter of care .......................................................................................... 45
Intro ................................................................................................................................. 45
Belonging? ....................................................................................................................... 45
Belonging binnen DS? ................................................................................................... 46
Belonging en inclusie?................................................................................................... 47
Missing voices in inclusief ............................................................................................. 47
Samenwerking met Ellen Vermeulen .............................................................................. 47
Sessies over de documentaire met leerkrachten ............................................................ 48
De aporia vanuit een ethisch-pedagogisch perspectief ............................................... 48
Centrale ideeën ................................................................................................................ 49
Belonging en inclusie .................................................................................................... 49
Filmpjes ........................................................................................................................... 49
Rosie ............................................................................................................................ 49
Irakli ............................................................................................................................. 50
Nathan ......................................................................................................................... 50
Sami ............................................................................................................................. 51
Belonging als matter of care .............................................................................................. 51
Verworteling ................................................................................................................. 51
3
, Belonging as a matter of care......................................................................................... 52
6. Lokaal welbevinden van personen mensen met een beperking ....................................... 54
Context en achtergrond .................................................................................................... 54
Thuisgevoel – lokaal welbevinden van inwoners met een beperking in Vlaamse steden en
gemeenten ................................................................................................................... 54
Dus: inzetten op lokale besturen.................................................................................... 54
Doel van het onderzoek ................................................................................................. 55
Enkele inzichten uit de survey bij lokale beleidsmakers ...................................................... 55
Doel van de bevraging ................................................................................................... 55
Hoe gingen we tewerk?.................................................................................................. 56
Enkele resultaten .......................................................................................................... 56
Aanbevelingen .............................................................................................................. 58
Enkele inzichten uit de focusgroepen met personen met een beperking .............................. 58
De focusgroepen........................................................................................................... 58
Hoe ging ik te werk? ...................................................................................................... 58
Definitieve thema’s ....................................................................................................... 59
Mobiliteit en openbaar vervoer ................................................................................... 59
Fysieke toegankelijkheid ............................................................................................ 59
Netwerk en ondersteuning ......................................................................................... 61
Beeldvorming ............................................................................................................ 61
Initiatief ligt bij mensen met een beperking zelf ........................................................... 62
Discriminatie............................................................................................................. 62
Conceptmapping?............................................................................................................ 63
Lokaal welbevinden – thuisgevoel naar een gedeeld kader .............................................. 63
Wat is conceptmapping? (Trochim) ................................................................................ 63
6 stappen van conceptmapping..................................................................................... 63
Generatie van items (free listing) ................................................................................ 64
Structurering van items (free structuring).................................................................... 64
Representatie van verklaringen in de vorm van een conceptmap ................................. 64
Naar een tool en methodologie .................................................................................. 65
7. Mad rights and sociale inclusive .................................................................................... 66
Positionering .................................................................................................................... 66
Mentale gezondheid ......................................................................................................... 66
Wereldgezondheidsorganisatie ......................................................................................... 66
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