The experience of disability activism through the development of the disability movement: how do disabled activists find their way in politics?

Abstract

This paper reflects critically upon part of the findings of research about key activists' experience of disability politics in Cyprus from 1966 to 2004. Disabled activists' experience of politics is conceptualized through a critical analysis of the different stages they went through while struggling to develop the disability movement in the given social, cultural, political and historical context. Having located this research in the theoretical sphere of feminism and postmodernism I have developed a model to illustrate the strength of feminism and postmodernism in understanding disability, the contribution of feminism in explaining disability politics and the limitations of postmodernism in guiding powerful disability politics. Finally, I use this model to reflect critically on the need for theory to guide disability activism.

Politically disabled: barriers and facilitating factors affecting people with disabilities in political life within the European Union

“…When it comes to politics, it appears that impairment through military service can be a driver rather than a barriersomeone with the same level of impairment from birth or due to an accident is far less likely to win office than a war veteran, such as the late Sen. John McCain in the US, or someone who has otherwise acquired their impairment in the line of duty, such as Wolfgang Sch€ auble, former Minister of the Interior for Germany and current President of the Bundestag, who was partially paralysed by an assassination attempt in 1990. Symeonidou (2009) also noted the higher status of DPO members who are war veterans in their interactions with politicians in Cyprus.…”

Rights of People with Intellectual Disability in Cyprus: Policies and Practices Related to Greater Social and Educational Inclusion

“…Despite the calls of theorists, researchers, and international bodies, numerous governments across the world have failed to respond to the rights of people with intellectual disability; instead, they have maintained the opinion that people with intellectual disability cannot make decisions or take responsibility for their own lives. Furthermore, similar stereotypical notions have prevented disability movements from representing people with intellectual disability on equal terms with people with other disabilities (Frawley & Bigby, ; Symeonidou, ).…”

‘My colleagues wear blinkers . . . If they were trained, they would understand better’. Reflections on teacher education on inclusion in Cyprus

“…Ballard (2003) reminds us that teacher education should aid teachers to conceptualise inclusive education as a matter of social justice. The need to consider the historical, socio‐political and ideological context that constructs and reproduces oppressive attitudes towards certain groups of people is pressing (Ballard, 2003; Forlin et al., 2009; Symeonidou, 2009a, b). This argument is in line with work developed by Disability Studies theorists who describe the modes of thinking and practice that turn disability into an oppressive attribute in different cultures (Barnes, 1997).…”