Representation and methods of normalisation: Narratives of disability within a South African tertiary institution

African Journal of Disability


 
 
Field Value
 
Title Representation and methods of normalisation: Narratives of disability within a South African tertiary institution
 
Creator Devar, Taegan Bobat, Shaida Reuben, Shanya
 
Subject — SWD; normalisation; narratives; social constructionism; higher education institutions
Description Background: The manner in which disability is understood influences how individuals within a society, its institutions, policies and structures are able to accommodate and support people with disabilities (PWD) (Kaplan 2000). Understanding how students with disabilities (SWD) within a higher education context perceive and experience disability as well as how key players, namely, lecturers and disability unit (DU) staff, who influence that experience, is important in further shaping policy and providing a truly inclusive environment for all within HEIs.Objectives: The study aimed to examine the narratives of disability among SWD, lecturers and the DU within a tertiary institution, with a view to better understand their experiences and required initiatives to address the challenges of disability within a higher tertiary institution.Method: The study drew on three theoretical frameworks: social constructionism, feminist disability theory and the Foucauldian perspective. Data for the study were collected through in-depth semi-structured interviews with 12 SWD, seven members of staff from the institution’s DU and five lecturers from within the School of Applied Human Sciences. Data were analysed using thematic analysis.Results: The findings suggested that in spite of both facilitating and positive representations of disability, the dominant representation of disability was perceived as challenging and as a result, disempowering. Students with disabilities were found to adapt, and consequently modify their behaviour by disassociating from their disability in order to fit in.Conclusion: The study highlights the need for creating spaces and engagement within an HEI context that both challenge negative discourses of disability, and at the same time, promote positive representations of disability.
 
Publisher AOSIS
 
Contributor Not applicable
Date 2020-07-23
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/ajod.v9i0.629
 
Source African Journal of Disability; Vol 9 (2020); 10 pages 2226-7220 2223-9170
 
Language eng
 
Relation https://ajod.org/index.php/ajod/article/view/629/1379 https://ajod.org/index.php/ajod/article/view/629/1378 https://ajod.org/index.php/ajod/article/view/629/1380 https://ajod.org/index.php/ajod/article/view/629/1377
 
Coverage — — —
Rights Copyright (c) 2020 Taegan Devar, Shaida Bobat, Shanya Reuben https://creativecommons.org/licenses/by/4.0