Disability and Neoliberal State Formations

Soldatić, Karen; Meekosha, Helen

doi:10.4324/9780203144114.ch15

Cited by 37 publications

(57 citation statements)

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“…The degree and extent of real beneficial social change is a matter of fierce debate and dispute in disability politics and disability studies, especially in these times of economic austerity (Roulestone and Barnes, 2005;Thomas, 2011;Barnes, 2012). Indeed, large sections of the disabled population have reported worsening living standards in recent years, as well as diminished opportunities for social participation; these are outcomes found in both the global north and south (Soldatic and Meekosha, 2012). In disability studies, it is argued that the language of empowerment, inclusion and individual rights has been appropriated by politicians and state officials because it has served their shared neoliberal political and economic agendas in the last three decades (Roulestone, 2012).…”

Section: Argument 1: Staying Connected With the Policy Landscapementioning

confidence: 99%

Theorising disability and chronic illness: Where next for perspectives in medical sociology?

Thomas

2012

Soc Theory Health

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The proposal in this article is that the time is ripe for a distinct sociology of disability to come into being as a new sub-discipline within mainstream sociology. This sociology of disability would be a variant of equality and diversity stud14ies in the discipline -located alongside the now familiar engagements with gender, 'race', sexuality, age and social class. The sociology of disability would encompass the study of disablism and impairment effects, with the former taking centre stage. This means that disability would cease to be located almost exclusively in a specialized sub-field of interpretative medical sociology -known for several decades as the sociology of chronic illness and disability. Rather, disability -like gender -would become a key dimension of global social divisions and inequity that can be approached from a multiplicity of analytical directions, using a rich mix of theoretical perspectives, methodologies and research techniques. This article will unpack some of the arguments in favour of such a move -dividing these into three argumentative threads for presentational purposes. Of course, no one can determine the direction taken by a discipline -it is a matter of argument, debate and initiative.

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Section: Argument 1: Staying Connected With the Policy Landscapementioning

confidence: 99%

Theorising disability and chronic illness: Where next for perspectives in medical sociology?

Thomas

2012

Soc Theory Health

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“…New state-contractual relations, embodying New Public Management discourses and the privatisation of welfare, have penetrated the majority of civil society organisations [30,31]. These organisations have all undergone a process of radical reform, with state funding restructured to reflect neoliberal workfare orthodoxies that focus on individual ‗behaviour' rather than structural issues of poverty, discrimination and marginalisation [32].…”

Section: Neoliberalism and Australian Disability Workfare Spacesmentioning

confidence: 99%

The Place of Disgust: Disability, Class and Gender in Spaces of Workfare

Soldatić

Meekosha

2012

Societies

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This paper explores the role of disgust in mediating disabled women's experience of workfare in the Australian state. As global social policy has been restructured along neoliberal lines in Western nations, the notion of ‗workfare' has been widely promulgated. This paper draws on nine case studies from across Australia to explore how this has resulted in disabled women being coerced to participate in a range of workfare programs that are highly bureaucratised, sanitised and moralised. The findings suggest that with the advent of Australian neoliberal welfare reform, some disabled women are increasingly framed in negative affective terms. A primary emotion that appears to govern disabled women forced to participate in Australian neoliberal workfare programs is disgust. The experience of the participants interviewed for this study suggests that the naming of them in negative emotional terms requires disabled women to perform a respectable unruly corporeality to ensure that they gain and maintain access to a range of services and supports, which are vital to their wellbeing.Keywords: disability; gender; class; disgust; respectability; welfare reformWe are scapegoated ... you are sucking the government money, justify it by working. The implication is that we are not working because it's our choice rather than the reality-where we are not working because there is no structure in, there is prejudice out there. It is basically bullying people who can't fight back and taking OPEN ACCESS

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“…Así, lo que se contrasta es la condición particular de un estudiante determinado en función de su capacidad para responder a las demandas del contexto educativo. Esto resalta la concepción de las NEE como una situación individual que debe ser identificada diagnósticamente por especialistas, y luego ser gestionada por los establecimientos con los recursos que la subvención dispone relevando el foco en el diagnóstico y el señalamiento de la condición particular de los sujetos (Peña, 2013;Soldatic & Meekosha, 2012).…”

Section: Tabla 1 Variación Del Diagnóstico De Necesidades Educativasunclassified

“…Como señala la literatura, uno de los efectos de la subvención adicional a la demanda asociada al diagnósti-co clínico individual, es el etiquetamiento y la segregación escolar Soldatic & Meekosha, 2012;Peña, 2013). Adicionalmente, nos preguntamos si acaso este tipo de políticas, que enmarcan un cierto tipo de participación académica y social de los estudiantes, tienen también efectos sobre la vida social de los estudiantes, particularmente, sobre sus experiencias de bullying o victimización escolar por parte del profesorado y personal de la escuela.…”

Section: Tabla 1 Variación Del Diagnóstico De Necesidades Educativasunclassified

Victimización del personal de la escuela hacia estudiantes referidos a proyectos de integración escolar

Villalobos-Parad

López

Aguilar

et al. 2015

PSYE

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RESUMEN:El presente estudio analiza y compara las diferencias entre estudiantes con y sin diagnóstico de NEE, en relación a haber vivido experiencias de victimización escolar por parte de sus pares y del personal de la escuela. El estudio se realizó en establecimientos que brindan educación básica con Programas de Integración Escolar (PIE), de una comuna de Chile. Se aplicó un cuestionario de victimización a una muestra de 5,527 estudiantes, de los cuales 77 participaban en PIE. Los resultados del análisis de Odds Ratio y regresión logística indican mayores niveles de victimización de pares y del personal de la escuela en los estudiantes que participan en PIE en todas las categorías recogidas, con una razón de probabilidad de 2 a 1 para victimización de pares, y de 3 a 1 para victimización del personal de la escuela. Si para la población general de estudiantes, la probabilidad de que informen algún tipo de victimización de pares aumenta 3 veces si es que informan algún tipo de victimización de adultos de la escuela, esta proporción aumenta a 18 a 20 veces para el subgrupo de estudiantes con NEE referidos a PIE. Estos hallazgos sugieren que los estudiantes en PIE se constituyen en una población de alto riesgo frente a situaciones de victimización en la escuela, tanto de adultos en la escuela, como de sus pares, siendo especialmente preocupante el papel protector que pueden ejercer los adultos de la escuela, si participan activamente en la victimización hacia estos estudiantes. Los resultados son discutidos en relación a la necesidad de focalizar la promoción de factores protectores de modo de favorecer el desarrollo de una comunidad que cuide y proteja a todos sus estudiantes. Palabras clave: victimización, bullying, necesidades educativas especiales, integración escolar, profesores. Prevalence of victimization from school staff to students referred to school integration programsABSTRACT: This study analyzes and compares the experience of school victimization by peers and school staff, between students with and without diagnosis of special educational (SEN). 5,527 elementary school students studying in public schools with School Integration Programs (SIP) in one city of Valparaíso, Chile, participated in this study. Of these, 77 were students with SEN partici- [133][134][135][136][137][138][139][140][141][142][143][144][145][146][147][148][149][150][151][152]

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Disability and Neoliberal State Formations

Cited by 37 publications

References 0 publications

Theorising disability and chronic illness: Where next for perspectives in medical sociology?

Theorising disability and chronic illness: Where next for perspectives in medical sociology?

The Place of Disgust: Disability, Class and Gender in Spaces of Workfare

Victimización del personal de la escuela hacia estudiantes referidos a proyectos de integración escolar

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