Becoming quixotic? A discussion on the discursive construction of disability and how this is maintained through social relations

Becoming quixotic? A discussion on the discursive construction of disability and how this is maintained through social relations

• Cockain, Alex Dept. of Applied Social Sciences, Hong Kong Polytechnic University

Disability & Society, 29(9), 1473-1485, 2014

Routledge

2014

• P Social Context of Education
  • PB Comparative Education
• E Special Education
  • ED Education for Students with Behavioural Problem

Severe Learning Difficulties Discourse Social Relations Self-subjectifying Practices Classification

• United Kingdom
• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Using an autoethnographic approach, this paper focuses upon interactions between 'Paul' (a pseudonym), whose symptoms associated with 'severe learning difficulties' are such that he is positioned on the low-functioning end of the autistic spectrum, his carers and others, in spaces taken for granted to be 'public' in both the United Kingdom and Hong Kong. This paper examines how social discourses relating to disability filter into social interactions, ultimately constructing the symptoms they purport to represent. This paper concludes by highlighting how interactions might be viewed as enabling rather than disabling, as producing spaces for thinking about the human condition.
[Copyright of Disability & Society is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09687599.2014.953245]

• English

Journal Articles

• 09687599

• 10.1080/09687599.2014.953245

https://bibliography.lib.eduhk.hk/en/bibs/dfc2c79f

2014-10-22