13J E214 online tutorial presentation 29 Oct 13

1. E214 Equality, Participation
and Inclusion
Tutorial 1, Part 1

2. Key Themes
•
Social Justice
•
Rights
•
Models of disability and associated discourses
•
Learning from each other

3. Social Justice
•
Social justice is concerned with what makes a fair
society for everyone.
•
Academics, activists, practitioners and legislators
agree: Social justice = key driver for Equality,
Participation & Inclusion.
•
There is disagreement about what constitutes social
justice and about what are appropriate social justice
issues.
•
Theory of social justice: Rawls (1999), developed by
Lloyd (2000).

4. Theories of Social Justice
Rawls’ three forms of social Lloyd’s three forms of social justice
justice
Who decides?
1. Natural liber ty - The
government only regulates to
ensure that all jobs are 1. Market/individual approach sees
decided on the basis of entitlement as being dependent
p e o p l e ’s t a l e n t s / s k i l l . upon that which is produced.
Everything else is decided by
market forces.
Market decides
2. Liberal equality - sets free
market arrangements within a
framework of political and
legal institutions to create a
meritocratic social order.
2. Social/democratic approach sees the
removal of barriers as organised and
encouraged by the state with the
market allowed to define how this is
put into practice.
Market decides,
state regulates
3. Democratic equality has a
regulatory framework to
preserve equality of
opportunity. It regulates both
opportunity and outcome.
3. Liberal/democratic approach focuses
upon removing social barriers
through the encouragement, coordination and direct action of the
active state.
State decides

5. Critical Responses to Rawls
•
•
•
•
Rawls looks only at class and wealth redistribution - avoids discussion
of socially excluded individuals.
Fraser (1995) acknowledges need for economic redistribution, but
places greater emphasis on recognition and representation.
Walker (2006) thinks we should evaluate social justice upon the basis
of our impact upon people's capabilities.
Module authors argue that the reliance on market (liberal equality,
social/democratic approach) to deliver social justice policies has not
reduced inequality. Has instead led to 'marketisation' of many
services. Social justice tends to be delivered on a person-by-person
basis, with right to access only those resources that can be mustered.
This feeds into the deficit model way of thinking (Unit 1, p21; Rix,
2007).

6. Rights
•
Inclusion within education arose from disability rights movement.
•
UN Convention on the Rights of Persons with Disabilities 2006
enshrines rights and represents the shift in thinking: disability is
recognised as socially constructed.
•
Module authors see rights as a means to achieve the goals of
social justice (Unit 1 p 24) - they promote a rights discourse.

7. Some Problems with Rights
•
"the existence of a right is not the same as a guarantee" (Unit 1
p 27). No guaranteed right in law to a mainstream education,
despite UK signing up to 1994 Salamanca Statement.
•
Complications: sets of rights can conflict; different rights produce
different processes and outcomes; access to rights is unequal;
procedures and priorities of service providers can override the
rights of service users; etc. (Unit 1, p 28).
•
Barnes and Oliver: comprehensive and enforceable rights
legislation is not sufficient to prevent discrimination (Unit 1 p
34). Law favours powerful vested interests (Gooding, 1994).
• Roaf
and Barnes (1989): the emphasis on needs detracts from the
proper consideration of rights.

8. Disability: Models & Discourses
Model: shared framework of ideas,
assumptions, value judgements =
way of thinking about, say, disability
Model influences and is
influenced by discourse =
example of social construct
Text
Discourse: communication
of shared idea(s) through
spoken/written word,
pictures, video, etc. = ‘text’

9. (Medical) Deficit Model
•
Key idea: difficulties in learning and difficulties in social behaviour
are put down to problems or deficits located within children and
their parents (Unit 2 p 45).
•
Language of medical model discourse contains words and phrases
associated with symptoms, diagnosis, deficit, prescription, treatment,
etc. People are classified by ‘experts’ as individual objects to be
treated, changed, improved and made more normal (Unit 2 p47).
•
'Medicalisation' = process whereby non-medical problems are
defined and treated as medical problems. The role of external social
factors (poverty, health, gender etc) are minimised (Unit 2 p 48).

10. Tragedy/Charity Model
•
Charity/tragedy model and discourse: children are characterised
as tragic figures whom others might pity or be inspired by, and
deemed worthy enough to be helped (Unit 2 p52).
•
In this discourse, children are stripped of power and are seen as
passive receivers of philanthropic good.
•
The tragedy/charity discourse often feeds into the deficit
discourse because those with impairments are positioned as
powerless to help themselves.

11. Social Model
•
Key idea: Disability seen as being socially constructed.
•
People with impairments are dis-abled by built environment,
institutional practices and societal attitudes.
•
Agenda for action arose from the social model discourse.

12. Agenda for action to reduce/
remove societal barriers
•
Universal design and enabling environments to remove physical
barriers.
•
Welfare resources to be controlled by impaired people themselves.
•
Challenge labelling language.
•
Presenting a counter-culture to challenge crude stereotyping.
•
Campaigning for rights, not charity.
•
Disabled people lead and steer research = more relevant to them.
•
Develop capacity thinking by discovering a person’s assets/gifts
(capacity) rather than identifying what is missing (deficiency).

13. Criticism and Development of
Social Model
•
"Some commentators and activists have felt that even the disability movement
has struggled to include people with learning difficulties." (Unit 3 p 126).
Developed during the 1970's and 80's, the social model initially only
emphasised the inclusion of those with physical impairments.
!
•
Social model underdeveloped because of belated inclusion of people with
learning difficulties in the model's definition of disability (Unit 3 p 127).
!
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Social model has only recently been applied to children. Officially supported by
Council for Disabled Children in their Inclusion Policy in 2008 (Unit 3 p 128).

14. Learning From Each Other
•
Learning from the authors found in module units, readers, online
content and other texts.
•
Learning from others on E214 through online forums and Open
Exchange.
•
Learning from people you know in your work and personal life.
•
Learning by drawing on your own experiences and reflections.

15. E214: Equality, Participation
and Inclusion
Tutorial 1, Part 2
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16. TMA01
•
Find two texts and examine the language used in
them.
•
Pick out words or phrases that show evidence of
one or more of the models of disability.
•
Just 2 or 3 pieces of such evidence from each article
are needed.
•
Use everyday texts - avoid academic articles.
•
Write an analysis of the evidence for models/
discourses of disability you’ve found the texts.
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17. Where to Look for Texts
• Newspapers
• Magazines
• Websites
• Leaflets
• Historical texts
• Reports
• Policy documents
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18. Example Text
Highlight words and phrases that suggest a medical,
charity, social and/or rights model.
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19. Analyse the Texts
•
Highlight words/phrases in the text that indicate
one of the four main models - colour-coded
highlights might help.
•
There may be evidence of more than one model in
each of the texts.
•
Some words or phrases may seem ambiguous (that
is, they could refer to two or more different
models). It’s OK to point this out and discuss.
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20. In your TMA you should:
•
Identify the audience(s) for the texts you are
examining.
•
Comment on how far you think the texts are biased
towards a particular model(s).
•
Link your analysis to the module materials: refer to
ideas and evidence from first four units.
•
Mention any models that are not evident in the
texts you selected.
•
Only discuss models of disability evident in the
language of the texts, not the issues raised by the
texts.
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21. Suggested Structure
• Length: no more than 1000 words
• Suggested structure for the TMA:
•
Introduction - summarise what the texts are about and
their likely audience.
•
Main part - written appraisal discussing how the texts
reflect one or more models of disability. Also explain
why you think these models have been adopted and
what you have identified as indicators of each model.
•
Conclusion - mention models not evident in texts, plus
why study of discourses in texts might be important for
you.
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22. Submitting the TMA
•
Submit copies of the texts you have analysed with
your TMA, attached as appendices.
•
Cut and paste online texts. Scan paper texts if you
can. You can also attach pdf files within the eTMA
system.
•
If it is not possible to send your texts as an
attachment within the eTMA system, you can send a
hard copy. You must contact me first to arrange
this. You will need to send two copies of both the
texts and the essay along with a PT3 form once
we've agreed a hard copy submission.
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23. Marking Criteria
• Be sure to read and understand the Marking
Criteria for this eTMA, which can be found at
E214 Course website > Assessment
Resources > Assignment and End-of-Module
Assessment Guide > 3.2 How you will be
assessed in this assignment.
• I will refer to these criteria in my feedback on
your eTMA.
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24. Marking Criteria
Pass 1 (85–100)
Pass 2 (70–80)
Pass 3 (55–65)
Pass 4 (40–50)
Criterion 1
(C1)
demonstrates critical demonstrates
awareness of
critical awareness
underpinning
of underpinning
conceptual
conceptual
frameworks
frameworks
demonstrates
some
understanding of
underpinning
conceptual
frameworks
demonstrates
limited
understanding of
underpinning
conceptual
frameworks
Criterion 2
(C2)
demonstrates critical
awareness when
distinguishes
distinguishing
between
between competing competing models
models
distinguishes
between some
competing models
limited distinction
between
competing models
Criterion 3
(C3)
communicates a
critical basis for
judgement
communicates
clear basis for
judgement
communicates
some basis for
judgement
communicates
limited basis for
judgement
Criterion 4
(C4)
demonstrates critical
awareness of the
position taken in the
material
demonstrates
awareness of the
position taken in
the material
demonstrates
demonstrates
limited awareness
some awareness of
of the position
the position taken
taken in the
in the material
material
Criterion 5
(C5)
argues consistently
and coherently
argues
competently
some evidence of
structuring an
argument
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little structure to
the argument

25. Example Answer 1
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26. Example Answer 2
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