Blogging Task 1: Disability

Intersectionality: Introduction
The term intersectionality first appeared in 1989 by Professor Kimberly Crenshaw. She used the term in an effort to describe the effect of belonging in two separate protected classes which often meant that this could create a unique disadvantage. This was unearthed during two cases where black women were unable to claim race and sex discrimination as they could not prove sex discrimination, as other white females were not discriminated against, nor could they prove race discrimination, as black males were not discriminated against (Crenshaw, 1989). Leslie McCall defines intersectionality as ‘the relationships among multiple dimensions and modalities of social relations and subject formations,’ (McCall, 2005). 

Lived Experiences of intersectionality
Ade Adepitan, a paralympian, shared how the Paralympics were a strong reminder that when marginalised communities are given access to resources and space to thrive, they do. Christine Sun Kim, a member of the deaf community, talked about her life in Berlin, where she had access to space, childcare and these helped provide for as an artist. Chay Brown spoke as a trans male on his experiences of being neurodivergent and how important it was that his organization, Transactual worked for Trans people with disability – recognizing these individuals were all part of the trans community. 

Recurring Themes: Visibility
With all three interviews, visibility was a common thread. Christine spoke powerfully about being visible and using the visual scale of her artworks to force wider – in this case hearing – society to recognize the community exists and give an insight into what their world looks like. Ade also spoke about visibility in terms of discrimination in the workplace, stating that perhaps overt discrimination had become less apparent, but people with are still being discriminated against in the workplaces. It really highlighted how disabled athletes are welcomed within a specific space that has being created for them, and this contrasts with their inclusion in wider society. Chay Brown spoke about visibility within a marginalized community and spoke of the need for events to take accessibility into account so that disabled trans people were visible at events.  

Disability considerations with my own context at UAL
The three interviews have really highlighted that I really need to think about accessibility to events within the guest lectures and the studio visits I arrange. I tend to assume that as public buildings they are accessible, but I myself worked at a studio that was based on five floors and no lift, which would have been completely inaccessible to most people with a physical mobility disability. With students’ hidden disabilities, I do not have access to all the ISA information on students doing DPS. We do a lot of online tutorials and workshops sessions, which could be seen as being more accessible. Students have flagged to me that they feel that some pre interview tasks from large organisations that advertise internships feel as if they are designed to screen out neurodivergent talent, which is concerning. I certainly signpost students to organisations that help with disability in the workplace.

Within my own research context, my PhD revealed a significant lack of on and off screen representation of disability within pre-school animation, and television itself. I strongly believe that Children’s programming should include positive representations of disabled characters to counter stereotypes and negative perceptions of disability. Beckett pointed to the power of television to form opinions and noted that ‘importantly, children’s discussions about their television viewing formed part of their wider discussions about ‘normality’ and ‘abnormality’ and demonstrated the hegemony of the normal/abnormal binary,’ (Beckett, 2010, p.870). 

Beckett, A.E. (2013). Non-disabled children’s ideas about disability and disabled people. British Journal of Sociology of Education, 35(6), pp.856–875. Available at: https://doi.org/10.1080/01425692.2013.800444. 

Crenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex: a Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum, [online] 1989(1), pp.139–167. Available at: https://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=1052&context=uclf. 

McCall, L. (2005) ‘The complexity of Intersectionality’, Signs: Journal of Women in Culture and Society, 30(3), pp. 1771–1800. doi:10.1086/426800.  


Comments

7 responses to “Blogging Task 1: Disability”

  1. Guan-Wen Shen Avatar
    Guan-Wen Shen

    I totally agree with your point here: ‘I strongly believe that Children’s programming should include positive representations of disabled characters to counter stereotypes and negative perceptions of disability.’ Children are our future adults so it makes sense to start something from what they watch. Just out of curiosity, do you happen to have an example of a cartoon or children’s programming that is already doing this? I hope this isn’t too bizarre a question!

    1. Maliha Miriam Avatar
      Maliha Miriam

      Thank you for your comments. Jojo and Gran Gran on CBeebies has a positive representation of disability in its live action segments. There is a regular inclusion of a little boy with a physical disability, but not a wheelchair user. He is shown to have a family unit around him, has agency and can take part in activities that other children take part in. Pablo is another great CBeebies programme that carefully depicts the imaginative world of a boy with autism. Again this is portrayed in a positive light and he is able to overcome daily difficulties with his friends and family. CBeebies also have a presenter with Downs Syndrome, which further promotes agency and inclusion through visibility for both able bodied and disabled viewers. If I think of any more I will post them!

  2. Grace O'Driscoll Avatar
    Grace O’Driscoll

    I share your concern at the student’s perception of ‘pre interview tasks from large organisations that advertise internships feel[ing] as if they are designed to screen out neurodivergent talent’ or buildings where internships might take place as being less accessible. As a parent of teens I have found the whole experience of trying to secure secondary school work-experience placements stressful and too reliant on the privilege of having a network of contacts; navigating similar situations with additional barriers such as physical access, neurodivergence or language barriers must feel so excluding. Those experiences of representation and inclusion are very formative for children’s and young people’s expectations of themselves and what they can achieve – your perspective on inclusion in TV programming is really interesting in light of this.

    1. Maliha Miriam Avatar
      Maliha Miriam

      Thank you so much for your comments and I am sorry to hear that you have faced barriers due to the informal hiring practices within the industry. These informal practises ensure that those with additional needs are further hindered, especially where getting into the creative screen industries is so often reliant on who you know. You are absolutely right that these experiences of exclusion are damaging and the rules surrounding those who get into industry are governed by homophily. There are organisation such as The Valuable 500, which are actively pushing organisations to hire people with disabilities: https://www.thevaluable500.com/. The BBC also has certain roles ringfenced for those with disability through their BBC Extend scheme: https://careers.bbc.co.uk/content/BBC_Extend/?locale=en_GB

  3. Hatie Mapudzi Avatar
    Hatie Mapudzi

    Thank you, Maliha. Your reflection got me thinking about disability and the politics of access (others say accessibility as assumed, not ensured). You precisely pointed to the common misconception whereby we assume that public spaces are automatically accessible- the able-bodied normativity that spaces are “neutral” until an obviously or visibly disabled person emerges. As you have experienced and noted, that many spaces are inaccessible by design, thus exacerbating systemic exclusion of people with mobility impairments. Also interesting is how you covertly referred to hidden disabilities and institutional gaps- us having limited access to students’ ISA. I found this highlighting the tension between privacy and support.

    1. Maliha Miriam Avatar
      Maliha Miriam

      Thank you for your thoughtful comments. Your comment about the tension between privacy and support is absolutely correct, and it got me thinking also about those students who should have ISAs in place, but do not. There is also tension between the universities ISA system and students cultural norms around disability. Some students who should be getting support are perhaps reluctant to be labelled as disabled because of negative perceptions within their families or wider society whether here or abroad. It also brings into light the limits to this support and the universities ability to fully cater to students needs.

      1. Hatie Mapudzi Avatar
        Hatie Mapudzi

        Oh, quite interesting indeed, brings to the fore many critical issues: the cultural complexity of disability and support in institutions of higher learning, how society and families’ perceptions can individuals from seeking help, also reveals a misalignment between institutional frameworks and the lived realities of diverse student populations. The big question now is, what could be done to bridge this gap?

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