Bringing disability history alive in schools
Promoting a new understanding of disability through performance methods
Bibliographic Data
| ID | 11482282 |
|---|---|
| Authors | Sonali Shah (0000-0002-4322-7905, University of Glasgow, corresponding author), Mick Wallis (University of Leeds), Fiona Conor (University of Leeds), Phillip Kiszely, Philip Kiszely (0000-0001-6479-5250, University of Leeds) |
| Year | 2015 |
| Volume | 30 |
| Issue | 3 |
| Pages | 267-286 |
| Publication date | 2015-05-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research Papers in Education (JOURNAL) |
| Journal identifiers | ISSN: 0267-1522 • E-ISSN: 1470-1146 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02671522.2014.891255 |
| OpenAlex | W1996585061 |
| Language | EN |
| Citations received | 7 |
| References cited | 39 |
The transfer of disability history research to new generation audiences is crucial to allow lessons from the past to impact the future inclusion and equality agenda. As today’s children are the policy makers and the legislators of tomorrow, it is important for them to have opportunities to engage with disability life story narratives to understand personal experiences of disability and the social systems that influenced their construction through time and space. Through the embodiment and manipulation of these powerful narratives, children have the opportunity to challenge traditional perspectives of disability that may be disabling and oppressive. Such materials contribute to the making of an inclusive society by enabling children to craft mechanisms of intervention that can used to build resilience and resistance to barriers, and thereby generate social change. This paper examines how performance techniques can be used as a pedagogical tool to transpose new understandings of disability history and culture to school-based audiences. It builds on two previous projects: one focusing on life history narratives of three generations of disabled people, and the other exploring the potential for text-based disability narratives to move beyond text in interesting and creative ways. In so doing, this paper reports on a cross-disciplinary project which brought together academics (from performance and social science backgrounds), three performing arts secondary schools and disabled theatre performers. It presents qualitative evidence of how performance workshops delivered in three schools, by disabled performers, and stimulated by disability life history research, has the potential to increase disability awareness in the mainstream classroom and challenge negative disability stereotypes that influence how disabled people are made known in society
Developmental psychology · Disability studies · Mathematics education · Sociology · Disability Rights and Representation · Educational Practices and Policies · Educator Training and Historical Pedagogy · Gender Studies · Psychology
The Past is a Foreign Country
Toward a Theory of Anti-Oppressive Education
Closing the gap between research and practice
Games for Actors and Non-Actors
Gender equality in the welfare state?
Disability and Contemporary Performance
Talking to Terrorists
The Politics of Disablement
Eliminating Ableism in Education
Children with mind–body differences
Inclusive education
Disabled students in the performing arts – are we setting them up to succeed
Charities, Authority and Disabled People
Images of Disability in 19th Century British Children's Literature
Away with the fairies?’ Disability within primary‐age children's literature
Disabling Barriers-Enabling Environments
Well, I Know this is Going to Sound Very Strange to You, but I Don't See Myself as a Disabled Person
Disability Equality in the Classroom‐a human rights issue
Special or mainstream? The views of disabled students
Challenging disabling attitudes, building an inclusive society’
Promoting positive attitudes towards disabled people
Knowing Bodies, Moving Minds
Time, Human Agency, and Social Change
Cultural Representation of Disabled People
The Perception of the Environment
Tacit knowledge of caring and embodied selfhood
| Unique citing works | 7 |
|---|---|
| Citations per year | 0.7 |
| Citation span | 2016 - 2022 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |