How Can We Believe those Stories? A Nordic Perspective The Ethical Grounds of Competing Truth-claims
Bibliographic Data
| ID | 12901898 |
|---|---|
| Authors | Frank Bylov (Schlumberger (Ireland), corresponding author) |
| Year | 2013 |
| Volume | 7 |
| Issue | 3 |
| Pages | 232-240 |
| Publication date | 2013-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Ethics and Social Welfare (JOURNAL) |
| Journal identifiers | ISSN: 1749-6535 • E-ISSN: 1749-6543 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17496535.2013.815246 |
| OpenAlex | W2029830887 |
| Language | EN |
| References cited | 9 |
This paper discusses the different, often competing, even conflicting, truth-claims that are heard around the personal narratives of marginalized, stigmatized and culturally muted people—in this case people with intellectual disabilities. Since people with intellectual disabilities began speaking up in the 1980s, tensions have emerged as to whose voice is authentic, whose story can be believed. This matters because we see the consequences of failure to believe those stories in scandals of abuse in settings, such as Winterbourne View (England) in 2011. The article looks to ethical theory to help understand what lies behind the failure to believe, and argues that researchers who seek to facilitate the articulation of the voices of the powerless, need to be aware of the ethical groundings of competing truth claims. My personal background for doing this is over 40 years of professional engagement in the field of special education and social work with people with learning disabilities. During most of these years, I have been actively engaged as a supporter and partner in the movements of self-advocacy and self-organization by people with intellectual disabilities
Articulation (sociology · Criminology · Narrative · Perspective (graphical · Political science · Politics · Sociology · Supporter · Disability Rights and Representation · Healthcare Decision-Making and Restraints · Law · Social Work Education and Practice
| Highly cited | No |
|---|