Disabled Children's Childhood Studies

1. Front Matter

   Pages i-xvi

   PDF

2. Voices for Creative Theory, Policy and Practice

   1. Front Matter

      Pages 1-2

      PDF

   2. My Story

      • Stevie, Colin Cath, Billie Tyrie

      Pages 3-9

   3. My Sister Stevie

      • Billie Tyrie

      Pages 10-12

   4. Simply Children

      • Freyja Haraldsdóttir

      Pages 13-21

   5. Transitions? An Invitation to Think Outside Y/our Problem Box, get Fire in Your Belly and Put Pebbles in the Pond

      • Jo Skitteral

      Pages 22-29

   6. A Mug or a Teacup and Saucer?

      • Linda Derbyshire

      Pages 30-35

3. Contemporary Inquiries

   1. Front Matter

      Pages 37-38

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   2. Who Says What, Where, Why and How? Doing Real-World Research with Disabled Children, Young People and Family Members

      • David Abbott

      Pages 39-56

   3. Remembering School in Different Historical Worlds: Changing Patterns of Education in the Lives of Disabled Children and Young People

      • Sonali Shah

      Pages 57-88

   4. Disability, Childhood and Poverty: Critical Perspectives on Guatemala

      • Shaun Grech

      Pages 89-104

   5. ‘Wearing It All with a Smile’: Emotional Labour in the Lives of Mothers and Disabled Children

      • Katherine Runswick-Cole

      Pages 105-118

4. Contemporary Theories

   1. Front Matter

      Pages 119-120

      PDF

   2. Disabled Children’s Childhood Studies: Alternative Relations and Forms of Authority?

      • Tillie Curran

      Pages 121-135

   3. The Oppressive Power of Normalcy in the Lives of Disabled Children: Deploying History to Denaturalize the Notion of the ‘Normal Child’

      • Harriet Cooper

      Pages 136-151

   4. Considerations of an African Childhood Disability Studies

      • Tsitsi Chataika, Judy McKenzie

      Pages 152-163

   5. The Disavowal of Uncanny Disabled Children: Why Non-Disabled People Are So Messed Up Around Childhood Disability

      • Dan Goodley, Rebecca Lawthom

      Pages 164-179

   6. Research with Dis/abled Youth: Taking a Critical Disability, ‘Critically Young’ Positionality

      • Jenny Slater

      Pages 180-195

   7. Concluding Thoughts and Future Directions

      • Katherine Runswick-Cole, Tillie Curran

      Pages 196-199

5. Back Matter

   Pages 200-204

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This collection offers first-hand accounts, research studies and in-depth theoretical explorations of disabled children's childhoods. The accounts oppose the global imposition of problematic views of disability and childhood and instead, offer an open discussion of responsive and ethical research approaches.

• childhood
• children
• education
• emotion
• poverty
• youth

"This powerful book should be essential reading not just for students and researchers ... For professionals who work with disabled children and their families, reading Disabled Children's Childhood Studies may illustrate how a shift in their understandings of, and attitude towards, childhood and disability brings huge changes in children's lives." - Disability & Society

"The book is a welcome contribution to disabled children's childhood studies because it is well written and provides insightful views, authentic voices and critical analyses of current theories." - Childhood

'This innovative and challenging book aims to reconstruct the central narrative of disabled children's childhoods. It moves thinking outside of the developmental paradigm and away from a focus on health or service-related models, presenting challenges to the ableist hegemony. In doing so, Disabled Children's Childhood Studies reinstates disabled children as children first.' -Child Care in Practice

"The book contains chapters written by a diverse range of authors with varied experiences. Authors include disabled children and their families, educators, and researchers from countries in both the global North and South. Having such a diverse group of authors encourages knowledge sharing and dialogue on more equitable terms, as the book is not dominated by one voice from a particular demographic, be that related to geography, age, or ability. The diversity of voices also makes for an engaging read, and the personal accounts help to concretely contextualize the ideas presented theoretically." - The Canadian Journal of Occupational Therapy

• University of the West of England, UK

  Tillie Curran

• Manchester Metropolitan University, UK

  Katherine Runswick-Cole

David Abbott, University of Bristol, UK Tsitsi Chataika, University of Zimbabwe, Zimbabwe Harriet Cooper, Birkbeck, University of London, UK Linda Derbyshire, Manchester Metropolitan University, UK Dan Goodley, University of Sheffield, UK Shaun Grech, Manchester Metropolitan University, UK Freyja Haraldsdóttir, University of Iceland, Iceland Rebecca Lawthom, Manchester Metropolitan University, UK Judith McKenzie, University of Cape Town, South Africa Sonali Shah, University of Leeds, UK Jo Skitteral, Independent Researcher, UK Jenny Slater, Sheffield Hallam University, UK

Policies and ethics