Living with Disability: Culture and Identity

A‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ssessment Title: For this assessment you must complete written course work. This assessment will comprise of a 2,000-word written report using three case studies of an individual who has provided a public portrayal of living with an impairment. Students must use one option from each of the three case studies covered on this module. This will test all the knowledge and skills set out in the learning outcomes. You will be expected to interpret the case studies using BARNES (1992) REPRESENTATION and SOCIAL MODEL approach to disability. Learning Outcomes being Assessed: LO1: Demonstrate knowledge of the key issues impacting on living with disability in a contemporary society.LO2: Demonstrate understanding of the social model of disability and its relationship with culture and identity.LO3: Collate, examine, and compare theoretical and empirical information relating to the material covered in the module. Layout: Introduction (150 –200 words) •Outline the 3 Case Studies that you will discuss. •Outline the aim of this written report •What model will you use to interpret the case studies? Define the model with a reference. Case Study 1 MOVIE TITLE: 50 First Dates (500 words approx.) A. Use Barnes representations to outline the key issues impacting on living with disability. Apply, do not describe. Reference Barnes. B. Do so by interpreting the case study through the social model of disability. If the film/documentary has portrayed the medical model, then highlight this and draw comparisons. C. Bring in literature on culture and identity. D. Collate, examine, and compare theoretical and empirical information relating to the material covered in the module(bring in literature and reference). Case Study 2 MOVIE TITLE: Look Beyond (500 words approx.) A. Use Barnes representations to outline the key issues impacting on living with disability. Apply, do not describe. Reference Barnes. B. Do so by interpreting the case study through the social model of disability. If the film/documentary has portrayed the medical model, then highlight this and draw comparisons. C. Bring in further literature on culture and identity (do not just repeat what you discussed for case study 1 –this is your opportunity to demonstrate your understanding further). D. Collate, examine, and compare theoretical and empirical information relating to the material covered in the module (bring in literature and reference). Case Study 3 DOCUMENTARY TITLE: Crip Camp (500 words approx‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌.) A . Use Barnes representations to outline the key issues impacting on living with disability. Apply, do not describe. Reference Barnes. B . Do so by interpreting the case study through the social model of disability. If the film/documentary has portrayed the medical model, then highlight this and draw comparisons. C. Bring in literature on culture and identity(do not just repeat what you discussed for case study 1 and 2 –this is your opportunity to demonstrate your understanding further). D . Collate, examine, and compare theoretical and empirical information relating to the material covered in the module(bring in literature and reference). Conclusion (150 –200 words) •Summarise the findings based on what you outlined for case studies 1, 2 and 3. •Does the Barnes (1992) representations still have some relevance when looking at representations of disability in the media today?(This will depend on what you outlined above for the 3 case studies). •Have you found out anything different to the Barnes (1992) study? If so, use literature to make this point. •Did the literature change your ideas of disability and its representation in our culture? Did it open your eyes to how disability is represented in our culture? This should be an obvious conclusion based on what you discussed for the 3 case studies. LITTERATURE BOOKS AND JIURNALS TO USE 1: Toward Inclusive Theory Disability as Social Construction Susan R Jones. 2: Journal of Social Issues, Vol. 73, No. 2, 2017, pp. 413–442doi: Models Affect Disability Policy Support through Awareness of Structural Discrimination Thomas P. Dirth and Nyla R. Branscomb. 3: The social construction of disability and the capabilities approach: Implications for nursing Whitney A. Thurman PhD, RN1|Tracie C. Harrison PhD, RN, FAAN, FGSA2|Alexandra A. Garcia PhD, RN, PHNA?BC, FAAN3|William M. Sage MD, JD. 4: Educational Philosophy and Theory, 2016Vol. 48, No. 9, 946–958, Disadvantaged Identities: Conflict and Education from Disability, Culture and Social Class IGNACIOCALDERO ?N-ALMENDROS&CRISTO ?BALRUIZ-ROMA ?N Department of Theory and History of Education, University of Malaga. 5: Chapter One (in The Sexual Politics of Disability: Untold Desires, Tom Shakespeare, Kath Gillespie-Sells & Dominic Davies (1996) Cassell, pp 1-15). 6: BARNE’S REPRESENTATIONS OF DISABLED PEOPLE (1992) NB: I WILL LIKE MY COURSEWORK TO BE DONE WITH SP‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ACE AND TIME NEW ROMANCE 12