- Aston University, Sociology and Public Policy, Department MemberUniversity of Bradford, Div. of Sociology & Criminology, Faculty Memberadd
- Social and Political Theories of Justice & Human Rights, Special Educational Needs and Transitions, Special Education, Sociology of Intellectual Disability, Disability Studies, Inclusive Education, and 23 moreSpecial Educational Needs, Mothering and Sociology, Critical Disability Studies, Children and Youth, Qualitative methodology, Sociology, Intellectual Disability, Feminist Sociology, Sociology Of Intimacy, Autoethnography, Sociology of Education, Autobiographical Sociology, Feminist Disability Studies, Special Education Needs and Inclusive Practice, Youth Studies, Children and Families, Parenting, Sociology of Children and Childhood, Sexuality, Personal Narratives, Autoethnographic methods, Sociology of prison life, and Criminologyedit
- I am a Professor of Sociology at the University of Kent. I am currently writing ‘Criminalised and Disabled: a sociolo... moreI am a Professor of Sociology at the University of Kent. I am currently writing ‘Criminalised and Disabled: a sociological criminology beyond the crime’ based on Leverhulme Trust funded research. I have published a number of articles from this research on methods and family thus far. I graduated from Essex with my PhD (ESRC) in Sociology (2004) and then secured an ESRC post-doctoral fellowship (Cambridge). I subsequently published a monograph Parenting and Inclusive Education with Palgrave in 2007. I have also held posts at Bradford, Aston, Keele, Brunel and Anglia Ruskin. I have published in the areas of criminal justice, mothering, ‘insider research’, intellectual disability and sociology of education (for example in, Sociological Research Online, Disability and Society, Sexualities, British Journal of Sociology of Education, Disability and Society and International Journal of Inclusive Education). I also completed a small piece of research with young disabled people on relationships, friendships and leisure time, (Rogers, C., and Tuckwell, S., 2016, ‘Co-constructed research and intellectual disability: An exploration of friendship, intimacy and being human’, Sexualities). And a piece of research with women academics called ‘‘I’m complicit and I’m ambivalent and that’s crazy’: care-less spaces for women in the academy’ Women’s Studies International Forum. I have co-edited Critical Approaches to Care: understanding caring relations, identities and cultures, with Susie Weller and edited a special issue for Sexualities on Intellectual Disability and Sexuality (2016). I have completed research in developing a care ethics model of disability which was published as Intellectual Disability and Being Human: a care ethics model by Routledge in 2016. I am also the author of Parenting and Inclusive Education (2007).edit
In the 21st Century new criminal justice policies have emerged that are aimed directly at individuals who have been convicted of a sex offence. These polices are based on the notion that individuals are characterised by some fixed and... more
In the 21st Century new criminal justice policies have emerged that are aimed directly at individuals who have been convicted of a sex offence. These polices are based on the notion that individuals are characterised by some fixed and stable predisposition to commit sex crimes. Furthermore, the legal system commonly works on the assumption, who did what to whom and criminal justice processes struggle with anything that is not about autonomous individuals. Public calls for tougher sentencing, new penology that focusses on incapacitation rather than rehabilitation, and moral panic, means criminal conviction can carry disadvantages long after release. This chapter draws on interview data with men who are disabled and have learning difficulties, mental health challenges and/or are autistic, mothers who have criminalised disabled sons, and education/criminal justice professionals. For my participants negotiating rules and regulations as well as understanding consequences of their actions is complex. The narratives in my study indicate that whilst unacceptable, underage sexual assault, violence, grooming, rape, and sexting, is carried out by someone who has misunderstood social and sexual cues. Significantly their experience of the criminal justice system has been felt as frightening and harm inducing, yet on release, with support, no further sex crimes occurred. By exploring what happened as a precursor to these events and how then becoming embroiled in the criminal justice system is experienced, we can begin to understand sex offending trajectories in the context of consent, as well as prevent the incarceration of disabled people.
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Research with prisoner's families, especially those who have a 'disabled' son or daughter as a result of learning difficulties or disabilities, an autistic spectrum condition or mental health problems, has in the past been side-lined. As... more
Research with prisoner's families, especially those who have a 'disabled' son or daughter as a result of learning difficulties or disabilities, an autistic spectrum condition or mental health problems, has in the past been side-lined. As evidenced in this chapter, mothering a 'child' who is incarcerated is undeniably challenging. It could be that the events leading up to imprisonment occurred because of an unexpected violent act, a 'one off' serious crime, or a lifetime (to that point) of aggression, drug use or antisocial behaviour. Whatever the reasons for a custodial sentence, caring for and about a son or daughter, before offending and then during imprisonment is painfulemotionally and practically. Life stories reveal mothers experience emotional and physical harm and systemic abuse, as well as display unconditional love and care work. Mothers of offenders have experienced a life that is unimaginably demanding and conveys accounts of failure. Not their failure, but that of the systems (and sometimes people) around them. Through the lens of a care ethics model of disability, I identify careless and carefull spaces to explore how participants recall physical and emotional violent abuse, resulting in the collapse of their mental well-being as well as their resilience to these events.
Research Interests: Sociology, Criminology, Law, Family studies, Disability Studies, and 14 moreSociology of Crime and Deviance, Qualitative methodology, Social Justice, Sociology of Mental Health & Illness, Care Ethics, Intellectual Disability, Disability, Life Stories, Prisons, Sociolegal studies, Mothering, Criminology and Criminal Justice, Adolescent violence towards parents, and Care ethics model of disability
This chapter takes a sociological and auto/biographical approach to describe and explain the very beginnings of a challenging research process. Yet substantively this chapter discusses and reflects upon missing data and at its core,... more
This chapter takes a sociological and auto/biographical approach to describe and explain the very beginnings of a challenging research process. Yet substantively this chapter discusses and reflects upon missing data and at its core, silencing the silenced. Here missing data equates to the socio-political death of marginalised and oppressed people. That is, marginalised and oppressed people, (e.g. prisoners and their families, intellectually and physically disabled people, autists, people with mental health conditions), are silenced due to researchers having limited access to them, a disabling condition, participant scepticism about ‘powerful’ others, personal biographical trauma, and institutional practices, such as, governing and punitive research excellence frameworks, restrictive ethical procedures and a disdain for creative methods. Essentially people go missing, ‘communities’ and groups die a slow socio-political death and institutions such as legal structures and procedures, schools and universities stay alive, albeit like machines all producing ‘cheerful’ robots. I propose however, via a sociological imagination, we enable ‘speaking’ auto/biographically, draw out creativity and utilise literature, the Arts and comedy, then perhaps we might rouse resistance and socio-political living for oppressed and marginalised people, and sociologists and criminologists committed to social justice.
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Introductory chapter to book
Research Interests: Sociology, Social Theory, Media and Cultural Studies, Sociology of Education, Disability Studies, and 12 moreCritical Disability Studies, Care Ethics, Inclusive Education, Social and Political Philosophy, Intellectual Disability, Martha Nussbaum, Learning Disabilities, Media Research, Sociology of Intellectual Disability, The Ethics of Care, Feminist Political Theory, and Disability and Sexuality
This pioneering book, in considering intellectually disabled peoples lives sets out a care ethics model of disability that outlines the emotional caring sphere, where love and care are psycho-socially questioned, the practical caring... more
This pioneering book, in considering intellectually disabled peoples lives sets out a care ethics model of disability that outlines the emotional caring sphere, where love and care are psycho-socially questioned, the practical caring sphere, where day-to-day care is carried out and the socio-political caring sphere, where social intolerance and aversion to difficult differences are played out. It does so by discussing issue based everyday life, such as family, relationships, media representations and education in an evocative and creative manner. This book draws from an understanding of how intellectual disability is represented in all forms of media, a feminist ethics of care, and capabilities, as well as other theories, to provide a critique and alternative to the social model of disability as well as illuminate care-less spaces that inhabit all the caring spheres. The first two chapters of the book provides an overview of intellectual disability, the debates and outlining of the model. Having begun to develop an innovative theoretical framework for understanding intellectual disability and being human, the book moves onto empirical and narrative driven issue based chapters. The following chapters builds on the emergent framework and discusses the application of particular theories in three different substantive areas: education, mothering and sexual politics. A concluding remarks draws together the common themes across the applied chapters and links them to the overarching theoretical framework.
An important read for all those studying and researching intellectual or learning disability, this book will be an essential resource in sociology, philosophy, criminology (law), social work, education and nursing in particular.
An important read for all those studying and researching intellectual or learning disability, this book will be an essential resource in sociology, philosophy, criminology (law), social work, education and nursing in particular.
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What does ‘care’ mean in contemporary society? How are caring relationships practised in different contexts? What resources do individuals and collectives draw upon in order to care for, care with and care about themselves and others? How... more
What does ‘care’ mean in contemporary society? How are caring relationships practised in different contexts? What resources do individuals and collectives draw upon in order to care for, care with and care about themselves and others? How do such relationships and practices relate to broader social processes?
Care shapes people’s everyday lives and relationships and caring relations and practices influence the economies of different societies. This interdisciplinary book takes a nuanced and context-sensitive approach to exploring caring relationships, identities and practices within and across a variety of cultural, familial, geographical and institutional arenas. Grounded in rich empirical research and discussing key theoretical, policy and practice debates, it provides important, yet often neglected, international and cross-cultural perspectives. It is divided into four sections covering: caring within educational institutions; caring amongst communities and networks; caring and families; and caring across the life-course.
Contributing to broader theoretical, philosophical and moral debates associated with the ethics of care, citizenship, justice, relationality and entanglements of power, Critical Approaches to Care is an important work for students and academics studying caring and care work in the fields of health and social care, sociology, social policy, anthropology, education, human geography and politics.
Care shapes people’s everyday lives and relationships and caring relations and practices influence the economies of different societies. This interdisciplinary book takes a nuanced and context-sensitive approach to exploring caring relationships, identities and practices within and across a variety of cultural, familial, geographical and institutional arenas. Grounded in rich empirical research and discussing key theoretical, policy and practice debates, it provides important, yet often neglected, international and cross-cultural perspectives. It is divided into four sections covering: caring within educational institutions; caring amongst communities and networks; caring and families; and caring across the life-course.
Contributing to broader theoretical, philosophical and moral debates associated with the ethics of care, citizenship, justice, relationality and entanglements of power, Critical Approaches to Care is an important work for students and academics studying caring and care work in the fields of health and social care, sociology, social policy, anthropology, education, human geography and politics.
Research Interests: Social Change, Education, Sociology of Education, Feminist Theory, Feminist Philosophy, and 10 moreSocial Justice, Sociology of Health, Feminist Ethics, Social Inclusion, Mothering and Sociology, Health and Social Care, Practice Based Approaches to the Study of Knowing, Learning and Change In Organisations, Higher Education Feminist Studies of Science and Technology, and Collaborative Action Research Methodologies
In his work The Exclusive Society, Young (1999) maps a move from inclusion to exclusion during modernity through to late modernity. However, he suggests the mode of exclusion is one that shifts and is also dependent on ones ‘credit... more
In his work The Exclusive Society, Young (1999) maps a move from inclusion to exclusion during modernity through to late modernity. However, he suggests the mode of exclusion is one that shifts and is also dependent on ones ‘credit rating’ from the wealthy, to the ‘dangerousness of the incarcerated’. I suggest that there too is a ‘credit rating’ for people who have learning impairments, only their ‘credit’ is calculated within a mental ability, aesthetic beauty and ‘appropriate’ social interaction frame. This ‘credit rating’ affects parents of an impaired child, the child and the extended family, and is therefore calculated on a continuum of ‘normal’ family practices. It is this continuum of ‘normality’ that renders the family ‘disabled’, difficult and excluded, with a very low ‘credit rating’ in terms of ‘worth’ regarding inclusion into mainstream society.
The key themes that run through this study are that of disappointment, denial, and social exclusion/inclusion, without exception all three are experienced at different levels privately, personally and publicly. It is the emotional and practical difficulties experienced that affect the mental health, social relationships, career prospects, and general everyday living conditions for parents of children with impairments. However, an equally important issue is also apparent in the analysis of policy documents and cultural discourses. Denial of difficulty is found rhetorically in policies on ‘inclusive education’ and how the ‘public other’ responds to difficulty is in their aversion to ‘difficult difference’ and the ‘difficult other’. Policies on education provision and implementation directly affect children identified with special educational needs (SEN). These children have a right to be educated in a way that is best suited to them as individuals. The contradictions that occur between the theories and policies imply the experience at a local level dramatically affects the emotional and practical lives of the families involved. This is based on the heterogeneity of provision at the local level and wider society reactions to difference and disability. The privileging of the academic and the ‘normal’ can exclude the child with SEN and their families from engaging in a so-called ‘inclusive’ society.
This study demonstrates that parents are disappointed, excluded, compromised and frustrated both emotionally and in response to expectations of support. However in the face of this I reveal, that even though parents have been depressed, taken anti-depressants, turned to alcohol, felt suicidal, suffered in their relationships or wanted to desert their children, many have fought the health and education system, shown resilience, set up self help groups, complained and most importantly demonstrated that their children are worth fighting for.
The key themes that run through this study are that of disappointment, denial, and social exclusion/inclusion, without exception all three are experienced at different levels privately, personally and publicly. It is the emotional and practical difficulties experienced that affect the mental health, social relationships, career prospects, and general everyday living conditions for parents of children with impairments. However, an equally important issue is also apparent in the analysis of policy documents and cultural discourses. Denial of difficulty is found rhetorically in policies on ‘inclusive education’ and how the ‘public other’ responds to difficulty is in their aversion to ‘difficult difference’ and the ‘difficult other’. Policies on education provision and implementation directly affect children identified with special educational needs (SEN). These children have a right to be educated in a way that is best suited to them as individuals. The contradictions that occur between the theories and policies imply the experience at a local level dramatically affects the emotional and practical lives of the families involved. This is based on the heterogeneity of provision at the local level and wider society reactions to difference and disability. The privileging of the academic and the ‘normal’ can exclude the child with SEN and their families from engaging in a so-called ‘inclusive’ society.
This study demonstrates that parents are disappointed, excluded, compromised and frustrated both emotionally and in response to expectations of support. However in the face of this I reveal, that even though parents have been depressed, taken anti-depressants, turned to alcohol, felt suicidal, suffered in their relationships or wanted to desert their children, many have fought the health and education system, shown resilience, set up self help groups, complained and most importantly demonstrated that their children are worth fighting for.
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Research Interests: Criminology, Psychology, Criminal Justice, Education, Autism, and 15 moreAutism Spectrum Disorders, Learning Difficulties, Care Ethics, Learning Disabilities, Life Stories, Mothering and Sociology, Challenging Behavior, Mothering, Criminology and Criminal Justice, Hm, Prisoners Families, H, Fieldnotes, HV, and Feminist Ethics of Care
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As a result of exclusionary tactics, social, cultural or economic disadvantage or disability, vast numbers of pupils have poor educational experiences and are either marginalised or demonised due to ‘difficult differences’. In the context... more
As a result of exclusionary tactics, social, cultural or economic disadvantage or disability, vast numbers of pupils have poor educational experiences and are either marginalised or demonised due to ‘difficult differences’. In the context of Martha Nussbaum's capabilities approach, where she suggests that we ought to be who we want to be, this paper addresses intellectual disability, inclusion and inclusive education. It proposes that care, compassion, creativity and ethics are critical in understanding the education for all children and young people, rather than necessarily pedagogical process. In addition, it suggests that learning should take place within and through relationships and that these relationships are important in developing a healthy sense of self. Therefore politically, rather than following a path of blame whether it is the dysfunctional family, the deficit child or the economically deprived nation, this paper says that we require socially just practices, compassion and care as fundamental to human development, social inclusion and inclusive education. Ultimately, education is failing a large sum of children and young people and therefore needs to be radically reconsidered.
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This paper is about mothering an intellectually disabled child identified with special educational needs. It specifically looks at the parent partnership rhetoric that has dominated UK government policy and directives for nearly three... more
This paper is about mothering an intellectually disabled child identified with special educational needs. It specifically looks at the parent partnership rhetoric that has dominated UK government policy and directives for nearly three decades and yet research suggests ...
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This quote from Sally Tomlinson written over two decades ago is still relevant in the 21st century. This chapter unfolds how this is the case, via stories from the parents who took part in this research. It moves the parents from... more
This quote from Sally Tomlinson written over two decades ago is still relevant in the 21st century. This chapter unfolds how this is the case, via stories from the parents who took part in this research. It moves the parents from identification and diagnosis, as the previous chapter described, to how parents deal with the official processes they become involved in (whether that involves to educate, support or manage a difficulty).
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As this quote suggests, the image of society is not a simple insiders or outsiders dichotomy. Nor is it simply the case that sociology can gaze at the public discourses on difficulty, difference, disappointment, denial and exclusion and... more
As this quote suggests, the image of society is not a simple insiders or outsiders dichotomy. Nor is it simply the case that sociology can gaze at the public discourses on difficulty, difference, disappointment, denial and exclusion and discover how such concepts are experienced personally and privately without looking at the micro world of experience. The stark reality for the parents in this study was not that they were sipping cocktails in a privileged position, nor were they trapped, unlikely to survive. The participants in my research were 24 out of hundreds of thousands of families who rear children with impairments. Moreover, when these parents first discovered their baby or child had some kind of impairment, the expectations they unconsciously or consciously mapped did not include difficult difference.
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Research Interests: Criminology, Psychology, Criminal Justice, Social Work, Autism, and 15 moreDisability Studies, Mental Health, Narrative, Qualitative methodology, Autism Spectrum Disorders, Economic Justice, Care Ethics, Learning Disabilities, Punishment and Prisons, School To Prison Pipeline, Mothering, Ethics of Care, Child to parent violence, Care of Prisoners Family, and Prisoners Families
Research Interests: Sociology, Psychology, Human Geography, Education, Self and Identity, and 13 moreSociology of Education, Special Education, Disability Studies, Parenting, Educational Transitions, Music and identity, Feminist Ethics, Care Ethics, Inclusive Education, Special Educational Needs, Learning Disabilities, Disability, and Support
This is an article about Sarah's sexual teenage journey, seen through the lens of her mother, the author. It tackles learning disability, sexual experimentation, education, governance and responsibility. By using an autoethnographical... more
This is an article about Sarah's sexual teenage journey, seen through the lens of her mother, the author. It tackles learning disability, sexual experimentation, education, governance and responsibility. By using an autoethnographical method the article speaks personally to these intimate lived experiences and yet broadly and contextually these issues can give further insight into the difficult social processes that permeate surveillance and control, of sexual activity amongst a particular group of adults (young, learning disabled), by way of legal practice and sex education; family practices and the negotiation of power and control over sexual activity; and sexual citizenship and rights to a sexual identity.
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This tells of twenty-four couples negotiating the emotional and practical journey of parenting their learning 'disabled' child. The author, a researcher, sociologist and mother of a learning disabled daughter, questions the weak... more
This tells of twenty-four couples negotiating the emotional and practical journey of parenting their learning 'disabled' child. The author, a researcher, sociologist and mother of a learning disabled daughter, questions the weak inclusive education discourse and unpacks parents' narratives in relation to denial, disappointment and social exclusion
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... Inventing Adulthoods: A Biographical Approach to Youth Transitions By S. Henderson, J. Holland, S. McGrellis, S. Sharpe, and R. Thomson. Chrissie Rogers. ... More content like this. Find more content: like this article. Find more... more
... Inventing Adulthoods: A Biographical Approach to Youth Transitions By S. Henderson, J. Holland, S. McGrellis, S. Sharpe, and R. Thomson. Chrissie Rogers. ... More content like this. Find more content: like this article. Find more content written by: Chrissie Rogers. ...
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List of Tables Acknowledgements List of Abbreviations Introduction Mothering and 'Disability': The Social, Cultural and Political Spheres Mothering: Identification and Diagnosis of Impairment Statementing and Partnership: Working... more
List of Tables Acknowledgements List of Abbreviations Introduction Mothering and 'Disability': The Social, Cultural and Political Spheres Mothering: Identification and Diagnosis of Impairment Statementing and Partnership: Working Together? Experiencing a 'Special' Education Living with Impairment Discovering Difference, Experiencing Difficulty Bibliography Index
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This chapter takes a sociological and auto/biographical approach to describe and explain the very beginnings of a challenging research process. Yet substantively this chapter discusses and reflects upon missing data and at its core,... more
This chapter takes a sociological and auto/biographical approach to describe and explain the very beginnings of a challenging research process. Yet substantively this chapter discusses and reflects upon missing data and at its core, silencing the silenced. Here missing data equates to the socio-political death of marginalised and oppressed people. That is, marginalised and oppressed people, (e.g. prisoners and their families, intellectually and physically disabled people, those on the autism spectrum, people with mental health conditions), are silenced due to researchers having limited access to them, a disabling condition, participant scepticism about ‘powerful’ others, personal biographical trauma and institutional practices, such as governing and punitive research excellence frameworks, restrictive ethical procedures and a disdain for creative methods. Essentially people go missing, ‘communities’ and groups die a slow socio-political death and institutions such as legal structures and procedures, schools and universities stay alive, albeit like machines all producing ‘cheerful’ robots. I propose however, via a sociological imagination, we enable ‘speaking’ auto/biographically, draw out creativity and utilise literature, the Arts and comedy, then perhaps we might rouse resistance and socio-political living for oppressed and marginalised people, and sociologists and criminologists committed to social justice (Mills, 1959).
Research Interests: Sociology, Criminology, Criminal Justice, Disability Studies, Qualitative methodology, and 13 moreReflexivity, Politics, Autoethnography, Critical Criminology, Care Ethics, Qualitative Research Methods, Sociological Imagination, Auto/biography, Learning Disability, Criminological Imagination, Auto Ethnography, Hm, and HV
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Research Interests:
This quote from Sally Tomlinson written over two decades ago is still relevant in the 21st century. This chapter unfolds how this is the case, via stories from the parents who took part in this research. It moves the parents from... more
This quote from Sally Tomlinson written over two decades ago is still relevant in the 21st century. This chapter unfolds how this is the case, via stories from the parents who took part in this research. It moves the parents from identification and diagnosis, as the previous chapter described, to how parents deal with the official processes they become involved in (whether that involves to educate, support or manage a difficulty).
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In the previous three chapters I have moved from birth and emotional and practical responses to discovering that a child has an impairment, through to negotiating a child’s education journey, including dealing with professionals and... more
In the previous three chapters I have moved from birth and emotional and practical responses to discovering that a child has an impairment, through to negotiating a child’s education journey, including dealing with professionals and public others. In the present chapter, the last of these substantive chapters, I would like to reveal to the reader how rearing a child with impairments can affect parents and other family members. The chapter is divided into five sections and will cover the following material.
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Ian Craib highlights the messiness of ‘normal’ family practices in late modern society in an attempt to suggest that increased expectations, individualism and the intrusion of ‘experts’ have contributed to feelings of disappointment with... more
Ian Craib highlights the messiness of ‘normal’ family practices in late modern society in an attempt to suggest that increased expectations, individualism and the intrusion of ‘experts’ have contributed to feelings of disappointment with one’s lot. In this chapter I introduce the reader to what becoming a mother is via cultural, political and social spheres, theoretically. All contribute to how mothers and fathers consider and experience their life course. Culturally, high expectations are abundant in view of the privileging of the ‘normal’, socially appropriate, aesthetically desirable and intellectually able, in childrearing and family practice. Political discourses on inclusive education, and partnership too, infer that difference is to be celebrated and embraced. Theoretical concepts aid me to frame an analysis in thinking through these experienced and abstract sociological issues. This chapter addresses these statements in introducing mothering and learning ‘disability’.
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Often the built up expectations of internalised norms regarding mothering, parenting and birth are initially dashed as the parents discover or realise that their child is different from her or his peers. This chapter is about what... more
Often the built up expectations of internalised norms regarding mothering, parenting and birth are initially dashed as the parents discover or realise that their child is different from her or his peers. This chapter is about what becoming a mother, or in some cases a father, of an impaired child means for the parents in this research, and what pressures are placed upon them that contribute to feelings of anxiety when faced with emotional and practical difficulty. I often use the term ‘parent’, but do recognise the (un)gendered significance of this term and yet do not want to dismiss the father’s role in mothering. It is clear throughout this chapter that shock, denial and disappointment are experienced in relation to the identification and diagnosis of an impairment. This is an important building block for the following chapters as the reader begins to understand what emotions are experienced before any other process of assessment and education is negotiated.
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NoThis pioneering book, in considering intellectually disabled people's lives, sets out a care ethics model of disability that outlines the emotional caring sphere, where love and care are psycho-socially questioned, the practical... more
NoThis pioneering book, in considering intellectually disabled people's lives, sets out a care ethics model of disability that outlines the emotional caring sphere, where love and care are psycho-socially questioned, the practical caring sphere, where day-to-day care is carried out, and the socio-political caring sphere, where social intolerance and aversion to difficult differences are addressed. It does so by discussing issue-based everyday life, such as family, relationships, media representations and education, in an evocative and creative manner. This book draws from an understanding of how intellectual disability is represented in all forms of media, a feminist ethics of care, and capabilities, as well as other theories, to provide a critique and alternative to the social model of disability as well as illuminate care-less spaces that inhabit all the caring spheres
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Caring and my care ethics model of disability is a way of understanding inequality and difference across the board. It could effectively be mapped onto gender, sexuality, social class and so on for others to pursue. But I map... more
Caring and my care ethics model of disability is a way of understanding inequality and difference across the board. It could effectively be mapped onto gender, sexuality, social class and so on for others to pursue. But I map intellectually disability. Yet, this presentation focuses on mothering and careless spaces. Ultimately, caring in different contexts has alternative meanings, and is all encompassing. Furthermore, there is and ought to be an alternative to Kantian rights based ethics. Within a care ethics model via all three of caring spheres -The Emotional, Practical and Socio-Political, human safety, relationships and caring are key. As it is we have found that Robinson (2011) looks at human security via a feminist approach to an ethics of care and it is here I begin to see how spheres leak into and out of private and public life as humans (more often than not women). Moreover, all humans are in danger of violence and abuse, symbolic or otherwise. Indeed care is no longer a private issue. The public domain, or the socio-political sphere has to take account all human beings. Besides, it is evident that philosophically, moral reasoning based on justice which ‘asserts that morality is about the objective application of univesalizable principles among mutually disinterested, disembodied individuals’ (Robinson, 2011: 5) is wholly unacceptable. We do not live in a world of abstraction. We live in a world of relationships, in the real world. The ‘successful outing with the autistic child, or the happy haircut of the demented women’ (Herring, 2013:1), is not of interest to the rolling reporting of global economics, yet this is misguided. People are dependent on other people, always, and economics are reliant on caring practices.
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This chapter takes a sociological and auto/biographical approach to describe and explain the very beginnings of a challenging research process. Yet substantively this chapter discusses and reflects upon missing data and at its core,... more
This chapter takes a sociological and auto/biographical approach to describe and explain the very beginnings of a challenging research process. Yet substantively this chapter discusses and reflects upon missing data and at its core, silencing the silenced. Here missing data equates to the socio-political death of marginalised and oppressed people. That is, marginalised and oppressed people, (e.g. prisoners and their families, intellectually and physically disabled people, those on the autism spectrum, people with mental health conditions), are silenced due to researchers having limited access to them, a disabling condition, participant scepticism about ‘powerful’ others, personal biographical trauma and institutional practices, such as governing and punitive research excellence frameworks, restrictive ethical procedures and a disdain for creative methods. Essentially people go missing, ‘communities’ and groups die a slow socio-political death and institutions such as legal structure...
Research Interests: Sociology, Criminology, Criminal Justice, Disability Studies, Qualitative methodology, and 13 moreReflexivity, Politics, Autoethnography, Critical Criminology, Care Ethics, Qualitative Research Methods, Sociological Imagination, Auto/biography, Learning Disability, Criminological Imagination, Auto Ethnography, Hm, and HV
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Research Interests: Sociology, Psychology, Human Geography, Education, Self and Identity, and 13 moreSociology of Education, Special Education, Disability Studies, Parenting, Educational Transitions, Music and identity, Feminist Ethics, Care Ethics, Inclusive Education, Special Educational Needs, Learning Disabilities, Disability, and Support
As this quote suggests, the image of society is not a simple insiders or outsiders dichotomy. Nor is it simply the case that sociology can gaze at the public discourses on difficulty, difference, disappointment, denial and exclusion and... more
As this quote suggests, the image of society is not a simple insiders or outsiders dichotomy. Nor is it simply the case that sociology can gaze at the public discourses on difficulty, difference, disappointment, denial and exclusion and discover how such concepts are experienced personally and privately without looking at the micro world of experience. The stark reality for the parents in this study was not that they were sipping cocktails in a privileged position, nor were they trapped, unlikely to survive. The participants in my research were 24 out of hundreds of thousands of families who rear children with impairments. Moreover, when these parents first discovered their baby or child had some kind of impairment, the expectations they unconsciously or consciously mapped did not include difficult difference.
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This paper is about care, insider positions and mothering within feminist research. We ask questions about how honest, ethical and caring can we really be in placing the self into the research process as mothers ourselves. Should we leave... more
This paper is about care, insider positions and mothering within feminist research. We ask questions about how honest, ethical and caring can we really be in placing the self into the research process as mothers ourselves. Should we leave out aspects of the research that do not fit neatly and how ethical can we claim to be if we do? Moreover, should difficult differences, secrets and silences that emerge from the research process and research stories that might ‘out’ us as failures be excluded from research outcomes so as to claim legitimate research? We consider the use of a feminist methods as crucial in the reciprocal and relational understanding of personal enquiry. Mothers invest significant emotional capital in their families and we explore the blurring of the interpersonal and intrapersonal when sharing mothering experiences common to both participant and researcher. Indeed participants can identify themselves within the process as ‘friends’ of the researcher. We both have fa...
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As a result of exclusionary tactics, social, cultural or economic disadvantage or disability, vast numbers of pupils have poor educational experiences and are either marginalised or demonised due to ‘difficult differences’. In the context... more
As a result of exclusionary tactics, social, cultural or economic disadvantage or disability, vast numbers of pupils have poor educational experiences and are either marginalised or demonised due to ‘difficult differences’. In the context of Martha Nussbaum's capabilities approach, where she suggests that we ought to be who we want to be, this paper addresses intellectual disability, inclusion and inclusive education. It proposes that care, compassion, creativity and ethics are critical in understanding the education for all children and young people, rather than necessarily pedagogical process. In addition, it suggests that learning should take place within and through relationships and that these relationships are important in developing a healthy sense of self. Therefore politically, rather than following a path of blame whether it is the dysfunctional family, the deficit child or the economically deprived nation, this paper says that we require socially just practices, compassion and care as fundamental to human development, social inclusion and inclusive education. Ultimately, education is failing a large sum of children and young people and therefore needs to be radically reconsidered.
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Research Interests:
Research Interests: Sociology, Criminology, Psychology, Criminal Justice, Social Work, and 15 moreAutism, Disability Studies, Mental Health, Qualitative methodology, Autism Spectrum Disorders, Economic Justice, Care Ethics, Learning Disabilities, Punishment and Prisons, School To Prison Pipeline, Mothering, Ethics of Care, Child to parent violence, Care of Prisoners Family, and Prisoners Families
What does ‘care’ mean in contemporary society? How are caring relationships practised in different contexts? What resources do individuals and collectives draw upon in order to care for, care with and care about themselves and others? How... more
What does ‘care’ mean in contemporary society? How are caring relationships practised in different contexts? What resources do individuals and collectives draw upon in order to care for, care with and care about themselves and others? How do such relationships and practices relate to broader social processes? Care shapes people’s everyday lives and relationships and caring relations and practices influence the economies of different societies. This interdisciplinary book takes a nuanced and context-sensitive approach to exploring caring relationships, identities and practices within and across a variety of cultural, familial, geographical and institutional arenas. Grounded in rich empirical research and discussing key theoretical, policy and practice debates, it provides important, yet often neglected, international and cross-cultural perspectives. It is divided into four sections covering: caring within educational institutions; caring amongst communities and networks; caring and families; and caring across the life-course. Contributing to broader theoretical, philosophical and moral debates associated with the ethics of care, citizenship, justice, relationality and entanglements of power, Critical Approaches to Care is an important work for students and academics studying caring and care work in the fields of health and social care, sociology, social policy, anthropology, education, human geography and politics.
Research Interests: Discourse Analysis, Sociology, Social Change, Education, Sociology of Education, and 15 moreFeminist Theory, Caring school communities, Feminist Philosophy, Language and Power, Social Justice, Feminist Ethics, Social Inclusion, Philippine Studies, Mothering and Sociology, Health and Social Care, Recherche, Practice Based Approaches to the Study of Knowing, Learning and Change In Organisations, Higher Education Feminist Studies of Science and Technology, and Collaborative Action Research Methodologies
In the context of offenders who have learning difficulties, autism, and/or social, emotional, and mental health problems, their families, and professionals who work with them, caring and ethical research processes can be explored via... more
In the context of offenders who have learning difficulties, autism, and/or social, emotional, and mental health problems, their families, and professionals who work with them, caring and ethical research processes can be explored via fieldnotes. Conducting life story interviews and recording fieldnotes within qualitative criminological, education, and sociological research have long since been used to document and analyze communities and institutions and the private and public spheres. They richly tell us about specific research contexts, or everyday lives and relationships, that interview transcripts alone perhaps overlook. It is in the process of recording and reflecting upon research relationships that we can see and understand care-full research. But caring and ethical research works in an interdependent and relational way. Therefore, the participant and the researcher are at times vulnerable, and recognition of this is critical in considering meaningful and healthy research pra...
Research Interests: Criminology, Criminal Justice, Education, Autism, Qualitative methodology, and 15 moreAutism Spectrum Disorders, Learning Difficulties, Care Ethics, Learning Disabilities, Life Stories, Mothering and Sociology, Challenging Behavior, Mothering, Criminology and Criminal Justice, Hm, Prisoners Families, H, Fieldnotes, HV, and Feminist Ethics of Care
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Research Interests:
In response to an international focus on Early Childhood Education and Care (ECEC), Spanish scholars have recently started to explore the participation of early years practitioners in their educational organisations and their views on... more
In response to an international focus on Early Childhood Education and Care (ECEC), Spanish scholars have recently started to explore the participation of early years practitioners in their educational organisations and their views on working conditions. However, a comprehensive review of the current challenges experienced by the Under 3 s early years educators and the examination of the imbalances in workforce policy and working conditions on literature, has thus far not been conducted. Three themes are identified related to the professional developmental path within the school settings that the Spanish ECEC educators follow. The first relates to the educators’ initial ECEC education and training, who the staff caring for this age group are, and how prepared they are. The second is linked to the ECEC programs available for children from birth until they reach three years, and how and where the inclusive programs are delivered to this age group, as well as the early years educators’...
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Research Interests:
List of Tables Acknowledgements List of Abbreviations Introduction Mothering and 'Disability': The Social, Cultural and Political Spheres Mothering: Identification and Diagnosis of Impairment Statementing and Partnership: Working... more
List of Tables Acknowledgements List of Abbreviations Introduction Mothering and 'Disability': The Social, Cultural and Political Spheres Mothering: Identification and Diagnosis of Impairment Statementing and Partnership: Working Together? Experiencing a 'Special' Education Living with Impairment Discovering Difference, Experiencing Difficulty Bibliography Index
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Research Interests:
This chapter takes a sociological and auto/biographical approach to describe and explain the very beginnings of a challenging research process. Yet substantively this chapter discusses and reflects upon missing data and at its core,... more
This chapter takes a sociological and auto/biographical approach to describe and explain the very beginnings of a challenging research process. Yet substantively this chapter discusses and reflects upon missing data and at its core, silencing the silenced. Here missing data equates to the socio-political death of marginalised and oppressed people. That is, marginalised and oppressed people, (e.g. prisoners and their families, intellectually and physically disabled people, autists, people with mental health conditions), are silenced due to researchers having limited access to them, a disabling condition, participant scepticism about ‘powerful’ others, personal biographical trauma, and institutional practices, such as, governing and punitive research excellence frameworks, restrictive ethical procedures and a disdain for creative methods. Essentially people go missing, ‘communities’ and groups die a slow socio-political death and institutions such as legal structures and procedures, schools and universities stay alive, albeit like machines all producing ‘cheerful’ robots. I propose however, via a sociological imagination, we enable ‘speaking’ auto/biographically, draw out creativity and utilise literature, the Arts and comedy, then perhaps we might rouse resistance and socio-political living for oppressed and marginalised people, and sociologists and criminologists committed to social justice.