A Sociological Approach to Acquired Brain Injury and Identity

Harvey, Jonathan

doi:10.4324/9781315565217

Cited by 1 publication

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“…I feel it is important to analyse disabled student journeys through a Derridan lens as the term 'deconstruction' aligns well with an exploration of disabled people's experiences. Deconstruction also entails a rejection of common-sense 'truths', something that is at the heart of much contemporary disability studies writings (Goodley et al, 2012;Harvey, 2017Harvey, , 2018. Indeed, although Derrida did not refer to disability specifically, it can be said that his opposition of dualism can be said to be at the core of the contemporary view that no longer sees disability as a polar opposite of ability (Harpur, 2012).…”

Section: The Insights Of Jacques Derridamentioning

confidence: 99%

“…Braidotti draws upon the concepts of the rhizome and the nomad in her questioning of the relevance of independence, and the call for the recognition of reciprocal interdependence in a framework which highlights the importance of positivity when talking about disability. Braidotti's work is being employed increasingly to make sense of the phenomenon of disability (Goodley et al, 2012.;Goodley et al, 2014;Harvey, 2017Harvey, , 2018Vandekinderen & Roets, 2016). Braidotti's theorisation aligns well with an analysis of the student journey, as I will outline below.…”

Section: Rosi Braidottimentioning

confidence: 99%

“…Finally, this quotation states the importance of 'becoming in relation to the collective'. The notion of interdependence is a concept that has been used when analysing many aspects of disabled people's lives including; rehabilitation (Harvey, 2017(Harvey, , 2018, self-advocacy (Roets & Goodley, 2008) and mental health problems (Vandekinderen & Roets, 2016). I would suggest that a theorisation which leaves space for a view that does not position the subject as a singular and independent being is very useful when considering the educational journey of disabled students.…”

Section: Rosi Braidottimentioning

confidence: 99%

“…When considering disabled students, the need to use technological devices in the form of dictaphones, mobile phones and cameras may be even greater. When added to the impact that walking aids can have on disabled people and especially on their sense of identity (Harvey, 2017), it is clear that a theorisation which acknowledges the importance of these nonhuman objects is important in reaching a thorough understanding of the disabled student journey.…”

Section: Rosi Braidottimentioning

confidence: 99%

“…Thus, I feel I am well-placed to interrogate the process from the perspective of the disabled student, person interested in the journeys of disabled students, and as a lecturer in special educational needs and disability studies. I have stated elsewhere that having more than one perspective on a subject increases the epistemological authority of the assertions one can make (Harvey, 2017;Letherby, Scott, & Williams, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Contemporary Social Theory as a Tool to Understand the Experiences of Disabled Students in Higher Education

Harvey

2018

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This is a conceptual article which seeks to consider the use of contemporary social theory to help understand the experience of disabled students in higher education. The use of social theoretical insights has been criticised by many as demonstrating a lack of engagement with the everyday experiences of disabled people. Work which strives to embed theoretical insights into the study of disability has also been criticised for lacking engagement with the ‘reality’ of impairment. In this article I intend to address some of these criticisms by suggesting some ways in which the use of contemporary social theory may provide an explanatory tool which disentangles confusion regarding the journey undertaken by the disabled student. I will discuss how the writings of several social theorists may be helpful in making sense of disabled student journeys. I will begin by discussing why the work of Jacques Derrida can be useful in this regard. These writings will be considered alongside a debate which draws on the writings of Michel Foucault on the use of power in contemporary higher education institutions. I will critically discuss the theoretical insights of Deleuze and Guattari and their offerings on the notion of ‘becoming’. I will then critically interrogate the work of Rosi Braidotti and apply these to a re-imagining of the disabled student journey. The writings of these important theorists have been used before to explore the experiences of disabled people. However, this article is unique in that it proposes that these writings can be used to demystify the experiences of disabled students in higher education. I suggest some ways the work of Derrida, Foucault, Deleuze and Guattari and Braidotti enable a greater understanding of my personal student journey. I suggest that they could be used to make sense of a far wider range of student journeys. I conclude the article by offering a model which utilises some important aspects of these theoretical insights.

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Section: The Insights Of Jacques Derridamentioning

confidence: 99%

Section: Rosi Braidottimentioning

confidence: 99%

Section: Rosi Braidottimentioning

confidence: 99%

Section: Rosi Braidottimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Sociological Approach to Acquired Brain Injury and Identity

Cited by 1 publication

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Contemporary Social Theory as a Tool to Understand the Experiences of Disabled Students in Higher Education

Contemporary Social Theory as a Tool to Understand the Experiences of Disabled Students in Higher Education

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