Identities Flashcards
Macintosh & Mooney
Upper class
Upper class are invisible to other classes
* retreat into fee-paying schooling, transport, network
Scott
Upper class
Old boy network
* U/C form lifelong friendships during private school, and maintin their high status through inviting each other to exclusive events
Social closure
* immerse children into a culture of privelege and distinguish them from others
* encourage them to pick U/C marriage partners
Kenway
Upper class
social class/position more important to priv. educated students than states
girls maintained high self esteem by devaluing the achievements and status of state educated individuals
King & Raynor
Middle class
family encourages achivements and values deferred gratification
child centeredness
* prioritise child’s needs eg tutoring
family, role model, rewards/praise
Bourdieu
Middle class
education reinforces M/C identity through hidden curriculum, which rewards M/C values
M/C has high cultural capital
role model, imitation, rewards/sanctions
Goodwin
Middle class
Yummy Mummy
* M/C mothers define their deintities based off peer approval; defined off glamour/style
Saunders
Middle class
conspicuous consumption
* the consumption of luxuries in a way to influence how individuals are percieved
media targets M/C
* M/C has the highest disposable income aswell as being very conscious of their appearance
Wright
Middle class
contradictory class position
* they exploit W/C
* AND are exploited by U/C
3 resources should be controlled
* investment
* means of production
* labour power
Willis
Working class
Lads
* formed a counter school subculture
* had no interest in academic work - “sissy”, manual = superior
* subculture prepared them for the monotony of their future jobs
Mac An Ghail
Working class
macho lads subculture
* focused on heavy lifting, physical labour jobs that shaped their identity
* deindustrialisation –> crisis of masculinity, lads had no qualifications and could not work white collar
* women = breadwinner
Bowles & Gintis
Working class
education socialises individuals into W/C identity through hidden curriculum
* by transmitting ruling class values disguised as traditional values
* eg. obedient passive workers, through uniforms, dividing worker/boss etc.
Bourdieu
Working class
W/C have less cultural capital than higher classes, as they dont experience hidden curriculum
Mertens & D’haenens
Working class
digital divide
* W/C have less internet usage
* therefore, class is a big reason of divide, not gender etc.
Murray
Under class
UN/C are workshy, lazy, criminal and dependent on benefits.
UN/C consist of long term unemployed and single parents
EVALUATION; This is inaccurate as UN/C are disadvantaged due to lack of education, therefore cant get a job
Jordan
Under class
disagrees with murray
argues UN/C have same values and attitudes as rest of sicety, but are ashamed of not being able to provide; would work if they could
Pakulski & Waters
Post modernists - “has social class changed?”
shift from production to consumption
* we’re defined by what we buy, not what we do
Offe
Post modernists - “has social class changed?”
nowadays, less people are unified by full-time work
this USED to shape class identity
in contemporary UK, more people have opportunities that was previously limited to only the upper classes eg. Uni, travel etc.
Skegss
Post modernists - “has social class changed?”
W/C women have instrumental attitudes to work
* they work for the sake of money, it didnt shape their identities
New W/C women;
* Capitalism is effective
* society is meritocratic (fair to everyone) and anyone can experience social mobility (anyone can shift classes)
* Identity is shaped around popular culture, conspicuous consumption and consumer culture
Oakley
FAMILY SOCIALISES INTO TRADITIONAL
Family creates/reinforces gender identity through
manipulation
* enoucraging/discouraging gender appropriate behaviour
* eg. paying attention to girls appearance, boys strength
canalisation
* parents guide children into gender appropriate behaviour
* eg. buying girls dolls, boys cars
verbal appelations
* parents use stereotypical feminine/masculine descriptions
* eg. gentle girl, strong boy
domestic activities
* give activities that reinforce gender norms
* eg. girls clean house, boys do construction
McRobbie
FAMILY SOCIALISES INTO TRADITIONAL FEMININE
Culture of femininity
* friendship/culture with other girls made life bearable
* girls had a very close best friend
* would desire to attract a man
Bedroom culture
* girls participate less in subcultures
* girls faced a restrictive future; lacked qualifications
* girls retreated from outside world / boys
Lincoln
MEDIA SOCIALISES INTO NEW FEMININE
updated bedroom culture
* bedroom culture had changed in the 90s
* due to technology, bedrooms were less closed off
* still a more reserved area, but boyfriends etc. could enter
Billington
MEDIA SOCIALISES INTO TRADITIONAL
media presents masc dominant, fem subordinate
Nakuamura
MEDIA SOCIALISES INTO TRADITIONAL FEMININE
internet/forums being used increasingly amongst women of ALL ethnic backgrounds as a forum for support when they face inequality or discrimination
Ferguson
MEDIA SOCIALISES INTO TRADITIONAL FEMININE
content analysis of womens magazines (how many times does a certain topic come up in a media text)
concluded; womens magazines built around cult of femininity; promotes idea that excellence achieved through nurturing, family, appearance
Skelton
EDUCATION SOCIALISES INTO TRADITIONAL
hidden curriculum responsible for perpetuating gender differences in subject choice
feminists say hidden curriculum is patriarchal; learn about male achievements
Kelly
EDUCATION SOCIALISES INTO TRADITIONAL
science = masculine subject
* textbooks feature boys and examples that interest boys (eg footballs/cars)
* boys dominate classrooms by shouting out or grabbing eqp. first
WEAKNESS = resources have changed, boys grab eqp to mess around
Colley
EDUCATION SOCIALISES INTO TRADITIONAL
subject choices are affected by:
Perception of gender roles
* whether pupil chooses stereotypical subjects depends on the extent they’ve been socialised
* strong gender identities = more likely to pick stereotypical subjects
Subject preferences
* subjects chosen based off perception of what’s required
* girls put off IT due to independent PC work, attracted to sociology due to talking/collaberation
Learning environment
* depends on single/mixed sex schools
* single sex = more likely to pick maths/science
Adkins
WORKPLACE SOCIALISES INTO TRADITIONAL
Horizontal segregation
* Labour market segregated so men/women occupy specific types of jobs
* eg. women=catering, men=physical
Vertical segregation
* Labour market segregated so men occupy top spots, women clustered at bottom
* eg. women=servers, men=manager
Mitsos & Browne
EDUCATION SOCIALISES INTO TRADITIONAL MASCULINE
boys do less well than girls in GCSEs.
They argued that this is due to the teachers being less strict with boys, giving them more leeway, and not pushing them to full potential, and labelling boys as disruptive. Boys had a culture of masculinity, which didnt value educational acheivement, hindering their ability to achieve. These** norms/values + anti-learning subculture** was reinforced by teachers, socialising boys into their gender roles.
Willis
EDUCATION SOCIALISES INTO TRADITIONAL MASCULINE
Willis’ study supports Mitsos & Browne
Boy’s anti-school identity reinforced by teachers not pushing them
Willis
WORKPLACE SOCIALISES INTO TRADITIONAL MASCULINE
- workplace = key source of identity for W/C males
- hegemonic role to be breadwinner
- due to anti-school, didn’t work hard, no qualificataions, and worked blue collar
- felt they were destined to follow in fathers footsteps
Mac An Ghaill
WORKPLACE SOCIALISES INTO TRADITIONAL MASCULINE
- due to deindustrialisation, men couldn’t work manual labour
- lost key source of identity - crisis of masculinity
- boys worked harder as they didn’t want to be destined to work manual labour (as labour workers couldn’t be the main breadwinner, women were)
Postmodernists; what do they say?
- range of gender identities
- traditional and less traditonal
- eg. housewife, single mother
- they highlight the importance of recognising new gender identities
- eg. laddettes
Connell
SOCIETAL CHANGE SOCIALISES INTO NEW MASCULINE
Hegemonic masculinity
* traditional masculine eg. Oakley
Complicit masculinity
* men who believe men/women should share roles eg. New Man
Subordinate masculinity
* less powerful masculinity eg. McCormack
Marginalised masculinity
* traditional feel threatened as their jobs are being taken by machines eg. Mac An Ghaill
Sewell
SOCIETAL CHANGE SOCIALISES INTO NEW MASCULINE
Hyper-masculinity
* displayed by black males
* exaggerated hegemonic masculinity
* due to being from matriarchal background (no positive male role model)
Nixon
MEDIA SOCIALISED INTO NEW MASCULINE
New man
* Levi’s 1985 ad - acceptable for men to take care of their appearance like women do
Mort
MEDIA SOCIALISED INTO NEW MASCULINE
radical shift in attitudes in masculinity;
* men take care of appearance
* aftershaves, perfumes, hair gel consumption increased
SHARPE
EDUCATION SOCIALISES INTO NEW FEMININE
education was now seen as the main route to success
* carried out a longitudinal study
* London schools; ’70s girls = “love marriage children”
* London schools; ’90s girls = “job career independence”
JACKSON
masc/fem identities are socially constructed
Ladettes
* assertive, masculine traits such as confidence or boldness
* challenges norms of passive femininity
* portrayed negatively in media for deviating from traditional norms
Cashmore & Troyna
FAMILY/PEER SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
- migrants faced discrimination in the 50s/60s in workplace, housing, education
- migrants turned inwards - creating communities with similar ethnics to resist assimilation
- established their own places of worship
- migrants responded to racism by strengthening their own cultural identity rather than adopting a british one
Hebdige
FAMILY/PEER SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
- Jamaicans wanted to be unique from blacks and whites, so adopted rastafarianism
- wore green/red/gold, dreadlocks, smoked cannabis
- adopted this culture to resist racism, asserting their identity
Ghuman
FAMILY SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
- British-Asian identity
- tradition/religion/family values played big role
- emphasis on duty loyalty honour and religion
- Parents chose partners, taught problems with love marriage, taught mother tongue AND english
Anwar
FAMILY SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
- Culture clash;
- family can be source of conflict
- issues around western clothing, arranged marriages, freedom
- younger generation mix with others at school
- others’ values influence second gen immigrant identity
- this causes arguements girls given less freedom, expected to be wives/mothers
Butler
FAMILY SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
Driver & Ballard
EDUCATION SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
- education = more important to certain ethnic groups
- indian families place higher value on education
- place high ambition on children + best grades
- performed better than white/black on avg in GCSE
i
Archer & Francis
EDUCATION SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
- support D & B
- cultural factors are important
- British-Chinese - education a part of their identity
- when they engage in laddish behaviour, they still maintain commitment to school
- Chinese parents constantly talking to children about future education + invest time/money
Coard
EDUCATION SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
- education system = institutionally racist
- based around white culture; literature/history dominates
- teachers dismissive pf non-standard english
Gillborn
EDUCATION SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
- institutionally racist towards black boys
- seen as disruptive + a threat by teachers
- therefore they negatively stereotype and label them
- boys less likely to be placed in higher set, –> self fulfilling prophecy
- SFP = told something so much they end up becoming it
Alexander
MEDIA SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
- Asian youths unfairly targeted by media
- myth of the Asian gangs
- > media reports violent clashes between clashes of Black/Asian gangs
- clashes were exaggerated - Asian boys criminalised due to Islamaphobia
Hall
MEDIA SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
The White Eye text - Hall
* traditionally, films portrayed blacks as either;
-Natives
-Entertainers
-Slaves
* Hall coined the term The White Eye - it is how directors see minoritites and is not true
Moghissi
MEDIA SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
- Muslims in the media are huddled together
- since 9/11 7/7 moral panic has been created around Islam
- Muslim women presented as victims of honour killings - being punished for violating social, religious, or family norms
- Muslim men stereotyped as terrorists
Sewell
MEDIA SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
- Media promotes** hyper-masculine role models**; eg. rappers
- they promote traits such as toughness, importance of material wealth, objectification of women, and anti-authority
- shapes them into stereotypical behaviour
Les Back
PEER GROUP SOCIALISES INTO CHANGING ETHNIC IDENTITY
studied council estates in South London
* Black Asian White youths shared friendships, music, fashion, slang
* evidence of** hybrid identities**, as youths tried out cultural masks, where cultural borrowing took place
Gill
PEER GROUP SOCIALISES INTO CHANGING ETHNIC IDENTITY
surveyed British Asian students
* many identified as “Blasian”
* > Asian adopt Black style of dress + language and combined with Asian culture
* further evidence of hybrid ethnic identity
Burdsey
PEER GROUP AND FAMILY SOCIALISES INTO CHANGING ETHNIC IDENTITY
studied British-Asian footballers
- conversational, informal to allow for detailed realistic accounts
- prioritised laddish culture over ethnic identity
- similar to working class
- conformed to the peer group
Nayak
MEDIA SOCIALISES INTO CHANGING ETHNIC IDENTITY
studied white youths
* White Wannabes - whites who acted black
* “Wigger” / “Wangsta”
* indulged in black culture eg smoking cannabis, listening to hip-hop
Parsons
FAMILY SOCIALISES YOUNG PEOPLE INTO TRADITIONAL AGE IDENTITY
- through using processes of control
functionalist Parsons: - childhood = period of socialisation into society
- children learn n/v s associated with different roles allowing them to function as adults
- Family has two functions;
- primary socialisation of children
- stabilisation of the adult personalities of the population of society
- adolescence = children independent} loyalty goes family–>partner
Griffin
MEDIA SOCIALISES YOUNG PEOPLE INTO TRADITIONAL AGE IDENTITY
media portrays youth as:
* dysfunctional (no positive function)
* suffering a defecit (always feeling disadvantaged; excuses)
* deviant (against societal norms)
Heintz-Knowles
MEDIA SOCIALISES YOUNG PEOPLE INTO TRADITIONAL AGE IDENTITY
content analysis of children’s shows
* children motivated by romance, not school
* characters engage in antisocial, with + outcome
* minority children underrepresented
* whilst b/g equally rep, b = use physical agg, g = show affection
* this stereotypical representation creates moral panic, young ppl live up to this label
McRobbie
PEER GROUP SOCIALISES YOUNG PEOPLE INTO TRADITIONAL AGE IDENTITY
- female peer groups encourage girls to follow traditional gender norms
Sewell
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Willis
EDUCATION SYSTEM SOCIALISES YOUNG PEOPLE INTO TRADITIONAL AGE IDENTITY
- young black boys = no high achieving career aims or goals
- reject school as they see it as irrelevant to them
- “Get rich quick” attitude - Making money through drug selling rather than academic achievement
- the influence of peers and rejection of education can be responsible for educational underachievement
____________________________________________________________________________
- working class ‘lads’ = no career aims or goals
- rejected school because they see it as irrelevant to them and the manual labour jobs they will end up with
- they were fatalistic and followed in their father’s footsteps of unskilled work
- therefore they did not see a need for academic achievement
- **peer pressure **is used to encourage disruptive behaviour
Brannen
FAMILY SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
pivot generation
dual burden
* middle aged care for children and their parents
Saunders
MEDIA SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
- target them as consumers
- highest disposable income
- often define themselves by what they own
Media Clips
MEDIA SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
- buy to show off
- mid-life crisis
- high disposable income
- financial priorities
- dual burden
Hodkinson
PEERS SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
- studied goths
- peer group socialises through inclusion
- mid-age associate with those who share norms/values
- primary feature of a subculture is being a part of something
- Goths = maintain + view of others and school
- Goths = tone down look for work, includechildren in Goth lifestyle eg festivals
Willis
WORKPLACE SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
- mid-age present themselves as job title eg “I am teacher”
- workplace = dominant source of identity
- studied manual workers
- kids followed dad’s footsteps
- both identified as workers
Mac An Ghaill
WORKPLACE SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
- mid-age present themselves as job title eg “I am teacher”
- workplace = dominant source of identity
- once redundant, mid-age felt loss of identity
- loss of role as breadwinner
Parsons
FAMILY SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
disengagement process
* children gorw up, men retire –> lose social roles
* isolated from children - prioritise marriage partner
* disengagement theory
* harvest fruits of their labours and enjoy recreational
* old age is socially constructed to be a period of disengagement
* society runs smoothly - retire = more jobs, better performance
Media Clips
MEDIA SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
stereotyped
* lonely
* depressing
* unfiltered
* forgetful
* clumsy
* fragile
Carrigan & Szmigin
MEDIA SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
studied old people in media
* whilst older consumers are growing, less likely to be portrayed in ads
* smelly and incontinent (cant control bowels)
Landis
MEDIA SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
stereotypes
* grumpy old man
* feisty old woman
* mentally deficient
* have wisdom
Johnson
WORKPLACE SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
ageism is instituionalised and embedded
* old people find it harder to get a job when older
* stereotypical assumptions made by employers
Voas
RELIGION SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
- religion gives sense of comfort when facing death
- older = more likely to be religious due to;
The generational effect - they were brought up in a religious era: socialisation of values more intense
The aging effect - more spiritual when closer to death
Clarke & Warren
PEER GROUP SOCIALISES INDIVIDUALS INTO CHANGING AGE IDENTITY
- old age is a time for new friends + interests
- inclusion into new activities
active aging - when this period of life provides new opportunities
- take on a more active/engaged position
University Of The Third Age - learn for enjoyment/self improvement, not qualification
Featherstone & Hepworth
MEDIA SOCIALISES INDIVIDUALS INTO CHANGING AGE IDENTITY
- life course has begun to be deconstructed
- De-differentiation - process where the difference between life stages is less clear
-
Deinstituitonalisation - reform/modification of an institution to remove its instituitonal character
Mask of aging - media promotes rejecting chronological age
- aging = more positive
Featherstone & Hepworth
+
Blakie
AGE IDENTITIES ARE CHANGING AS THE ELDERLY ARE BEING ACKNOWLEDGED AS AN IMPORTANT CONSUMER GROUP
F & H
* baby boomer generation massively broke down stereotypes
* mid-class have these flexible identites, not working
B
* due to consumer culture, older gen acknowledged due to high disposable income
Weeks
SEXUAL IDENTITY REMAINS TRADITIONAL AS HETEROSEXUALITY IS SEEN AS THE NORM
- gays will point out “I am gay”, others won’t
- have to declare your belonging to something else
Plummer
SEXUAL IDENTITY REMAINS TRADITIONAL AS HETEROSEXUALITY IS SEEN AS THE NORM
- homsexuality is a process
- homosexual career - a male who has accepted the label of homosexual will seek out others and join a subculture in which stereotypical homosexual characteristics are the norm
Mac An Ghaill
PEERS REINFORCE TRADITIONAL HETEROSEXUAL IDENTITY
- heterosexual boys preoccupied with the 3 f’s
- football, fighting and f###ing
- this would suppress many emotions
- fear, intimidation or love were all feminised and condemned, unlike anger
- therefore, they grow up to be emotionally unexpressive adults, damaging the boys and society
Rich
WOMENS SEXUALITY HAS BEEN OPPRESSED IN A PATRIARCHAL SOCIETY
- women’s sexuality oprpressed through institutes such as marriage, sexual violence and objectification of women
compulsory heterosexuality - women socialised into subordinate role so they’re “available” for men
- lesbian identity seen as a threat to men
Equality Act 2010
SEXUAL IDENTITIES ARE CHANGING DUE TO NEW LAWS
- unlawful to discriminate against anyone on the grounds of sexuality in workplace, public sector, education etc.
McCormack
SEXUAL IDENTITIES ARE CHANGING DUE TO PEERS
- initially homophobia rose from conservatives who were traditional; nuclear family
- less social capital = less open gay
- S.28 Equality Act 2010, Every Child Matters policy has impacted attitudes towards sexuality
- schools promote diversity/sexualities
Jackson
SEXUAL IDENTITIES ARE CHANGING DUE TO WOMEN BEING LESS OPPRESSED
- ladettes
- much more open and liberated about their sexual encounters
- more open about being promiscuous
Anderson
NATIONAL IDENTITY IS TRADITIONAL AS PEOPLE IN A COUNTRY ACT AS AN IMAGINED COMMUNITY
- nation = imagined community
- never meet fellow members
- national identity = socially constructed through symbols eg flags/anthems
- through the media, we are encouraged to get behind our nation’s interests
Phillips et al
EDUCATION SYSTEM SOCIALISES INDIVIDUALS INTO A TRADITIONAL NATIONAL IDENTITY
- national curriculum supports ideology of nationalism
- history lessons = key factor in national identity
- taught through the eyes of the country taught in
- shared sense of involvement and identity
Schuden
BRITISH PEOPLE SOCIALISED INTO COMMON NATIONAL CULTURE AND IDENTITY THROUGH VARIOUS MEANS
- eg common language - english
- eg education - history
- eg symbols - monarch
Sardar
NATIONAL IDENTITY IS CHANGING DUE TO CHANGES IN NORMS/VALUES IN UK
- world is in the middle of identity crisis
- no longer east vs west / capitalism vs communism
- historical english traditions seen as meaningless to current population
Hewitt
NATIONAL IDENTITY IS CHANGING DUE TO ENGLISH IDENTITY BEING PORTRAYED NEGATIVELY
- Britain has seen white backlash from w/c whites
- pereferential treatment of ethnic minorities
- in a fight between white vs minority, white more likely to be in trouble as it is assumed it was a racial fight
- education system can create/reinforce national identities
McLuhan
NATIONAL IDENTITY IS CHANGING DUE TO GLOBALISATION CAUSING CULTURAL HOMOGENISATION
- predicted global village would occur
- internet means world is interconnected
- as it moves at the speed of light, new patterns of communication is created
- distant events presented with personal dimension
- communities across the world are entwined with one another’s affairs
Les Back
NATIONAL IDENTITY IS CHANGING DUE TO MULTICULTURALISM CAUSING CULTURAL HYBRIDITY
- ethnographic study of 2 council estates
- whites, blacks, asians formed new shared culture - neighborhood nationalism
–> a feeling of solidarity and common identity with people from the same area
Hall
SUPPORTS HEWITT + MCLUHAN + LESBACK
NATIONAL IDENTITY IS CHANGING DUE TO GLOBALISATION CAUSING CULTURAL HOMOGENISATION, CULTURAL HYBRIDITY AND CULTURAL RESISTANCE
- suggests that countries may display 3 different reactions to globalisation;
- They may accept a global culture, and all countries will become more similar – Cultural homogenisation
- They may take in some parts of global culture and develop a new but still individual cultures – Cultural hybridity
- They may resist global culture and fiercely protect their cultural heritage, becoming more traditional and nationalistic – Cultural resistance
Shakespeare
PEOPLE WITH A DISABILITY FACE DIFFICULTIES, LEADING TO A VICTIM MENTALITY (TRADITIONAL)
- disabled are socialised into seeing themselves as victims due to their impairment
- use as a reason for failure
- lack of positive role models
- treated with pity and awkwardness
Ridley
DISABILITY IS A TRADITIONAL AS IT’S REINFORCED BY AWKWARD TREATMENT
- Scope UK charity
- 4/5 = “not yet disabled”
- treat equally, not awkwardly
Barnes
DISABILITY IS A TRADITIONAL DUE TO LACK OF POSITIVE MEDIA MODELS
- representations in media traditionally negative + stereotyped
- rarely presented as having their own identity
- eg. in need of pity/charity, as victims (killed in shows), villains, burdens, sexually abnormal
Murugami
DISABILITY IS BECOMING INCREASINGLY NORMALISED
- to create an identity that accepts impairment, they must see themselves as a person first, and a disability as a characteristic
- to do this, they must reconstruct what is considered “normal”
- very few are able bodied their whole lives
- see disability as a condition, not an impairment that sets people apart from society
Equality Act 2010
LEGISLATION IS BEING INTRODUCED TO PROTECT
- prevents discrimination
Media Role Models
MORE POSITIVE ROLE MODELS WITH DISABILITIES
- Richard Branson (dyslexic) - owns virgin group
- James Lebrecht (spina bifida) - activist for disabled rights
- Haben Girma (blind/deaf) - increases access for disabled to books
