Source Notes
Ade Adepitan, Disability Advocate
(‘Ade Adepitan gives amazing explanation of systemic racism’, ParalympicsGB, 2020)
Key intersecting elements of Ade’s identity:
- Wheelchair user
- Athlete
- Black
“I am disabled because society has not allowed me to shine” – Ade Adepitan
Ade discusses his frustration with the design of society, and the ways in which it limits people’s ability to shine, and how much power is held in the removal of barriers, so that people can be the best they can be. He looks to the Paralympics as proof that it can happen, and compares the disruption of ableism through the Paralympics to the lack of disruption of societal oppression of black people. Ade expresses his sadness in not being able to reassure future generations that being black will not limit them, and how disappointing this is, when we look at what is possible through the Paralympics. In Ade’s intersecting identity as a disabled, black athlete, this is particularly poignant.
Christine Sun-Kim, Sound Artist
(‘Christine Sun Kim in “Friends & Strangers” – Season 11 | Art2’, Art21, 2023)
Key intersecting elements of Christine’s identity:
- Deaf
- Mother
- Artist
- Living and working in Berlin
“I can one hundred percent reassure you that learning sign language is easier than a deaf person earning to hear” – Sarah Novice, twitter
Christine discusses her frustration at the way in which the world doesn’t pay attention to the needs of the deaf community, and how this exclusion results in deaf people ‘staying within the deaf community’ where they can enjoy shared experiences and cultures with one another. She talks about how she used to enjoy the comfort of staying within that world, but has made a decided choice to move into the discomfort of spaces which are not designed for her in her work as an artist. In this way, her identity as an artist intersects with her lived experience as a deaf person, in that she chooses to use it as a medium to express, raise awareness of, draw attention to, and encourage an understanding of the experiences of deaf people. She talks about how she is very interested in very literally using the largest scale possible to achieve this aim.
Christine discusses the importance of collaboration in her work, and how this is a huge part of her life – including that with her interpreter, her partner, and her family. As a mother, who is also deaf, she notices that she is able to live and work as an artist in Berlin, while supporting a family – however, if she were living in the US, as do many of her peers, she sees that the way her disability intersects with er identity as both artists and mother, may present far more barriers. She talks about how her intense experience in moving to New York from California has made her fearless, in a world which is not designed for her to move through easily.
Chay Brown
(‘Intersectionality in Focus: Empowering Voices during UK Disability History Month’, Parapride, 2023)
Key intersecting elements of Chay’s identity
- Gay man
- ‘Cis-passing’ trans man
- (Invisible) mental health issues
- Neurodiverse
“It’s to do with listening to disabled people and asking people…and being willing to be told actually, you could have don’t this better” – Chay Brown
Chay discusses his own intersecting identity, and the ways in which he holds privilege in some of this (as a white, ‘cis-passing’ trans man, who’s disability is not visible). This is very different to Ade, who is hyper-visible in both his blackness, and in being a wheelchair user.
Being a gay, trans man who wants to participate in the lgbtqia+ community intersects with Chay’s mental health issues, in that many lgbtqia+ events are centred around loud, alcohol fuelled environments which he and others with mental health issues or who are neurodiverse may struggle to participate in. This exclude them from those spaces – however, Chay has experienced an excellent example of an event which was inclusive, proving that it is possible, and the way in which everyone benefits from inclusive spaces. Similarly to Ade, Chay uses this as an example to highlight the completely possible ways in which society can operate in order to remove barriers. Chay also discusses the importance of events setting budget aside, and keeping it there as the norm, for accessibility.
IP Blog 1: Disability
Recurring themes
All three resources highlight the importance of visibility, and the need for those with lived experiences of disabilities to be given the space to be heard, seen, and understood (ParalympicsGB, 2020,; Art21, 2023; Panpride, 2023). The individual intersectional identity of each interviewee brings to light the compounding effect that the ableist design of society has on their lives (Oliver, 1990), and the unique ways in which it limits them (Crenshaw, 1991). The interviewees express their intense frustrations at current attitudes, and discuss the ways we need to disrupt the design of society, in order for it to become more inclusive, and everyone to benefit from this.
My teaching context
I work in an open access, practical making environment. Students have to choose to enter the space, choose to ask for my help, and choose to use the space and tools at their own prerogative, once inducted. The space is open plan, full of tools and machinery, often busy, has no booking system or designated areas for any one individual, and depends on users being co-operative and conscientious of one another. This ableist environment is the default – currently, a student would need to ask for additional equipment to be installed, or make a practical need known to us ahead of time. This perpetuates existing inequalities, and created barriers to learning, access and support within our spaces (Orr and Shreeve, 2017).
For example, reflecting on Chay Browns remarks (Parapride, 2023), the loud, open, chaotic, environment may entirely prevent some neurodiverse students from entering the space. We use lots of written hand-outs and instructions in our delivery of workshops, but none of them are looked or systematically considered for accessibility. We do often use diagrams, and always demonstrate, but not consistently, and not with the needs of deaf students and staff in mind. There is also a distinct lack of representation of disabled artists’ work within our technical teaching and environment, which as Ade highlights, prevents people from imagining the possibilities of what they could be (ParalympicsGB, 2020).
Thoughts going forwards
I would like to research the inaccessibility of the space I work in, possibly through surveys, checklists, looking at similar studio based environments, case studies, or collecting personal accounts from those with lived experiences of similar environments.
- What would a fully accessible studio environment look like? Is this possible at UAL? Why is this not the norm? What would this require?
- How could I expand my costume/artist references to disrupt ableism within my teaching?
(w/c 422)
References
Art21 (2023) ‘Christine Sun Kim in “Friends & Strangers” – Season 11 | Art2’ [Online video]. Available at: https://www.youtube.com/watch?v=2NpRaEDlLsI (Accessed: 20 April 2024)
Crenshaw, K. (1991) ‘Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color’, Stanford Law Review, 43(6), pp. 1241-1299
Oliver, M (1990) ‘The Individual and Social Models of Disability’ Joint Workshop of the Living Options Group and the Research Unit of the Royal College of Physicians. Royal College of Physicians, London, 23 July 1990.
Orr, S. and Shreeve, A. (2017) Art and Design Pedagogy in Higher Education: Knowledge, Values and Ambiguity in the Creative Curriculum. London: Routledge
Parapride (2023) ‘Intersectionality in Focus: Empowering Voices during UK Disability History Month 2023’ [Online video]. Available at: (Accessed: 20 April 2024)
ParalympicsGB (2020) ‘Ade Adepitan gives amazing explanation of systemic racism’ [Online video]. Available at: https://www.youtube.com/watch?v=KAsxndpgagU (Accessed: 20 April 2024)
Ingeniously structured to maximise delivery of messages relating to intersectionality. I thought naming broad elements was a strong device, as well taking time in the text to name specific moments of intersection within the individual and by comparison. The way intersectionality is framed, through language and moments of considered definition, positions the text as a potential learning tool, which is a useful thing indeed.
Future research sounds worthy and interesting.
Thanks for your comments Rob, its really useful to read your thoughts on this, as I was concerned that my listing of key intersecting elements was an oversimplification in relation to our discussions around persona pedagogy in the workshops.
Was just wondering whether the structure could be something you take forward into the intervention? Seems like a great diagnostic/analytic tool once you have conducted research. I.e, a profile of the student and evaluation of experience post intervention etc.
Yes, this is a helpful suggestion in bringing a bit of order and systematic process to what feels like an overwhelming sea of possible research, analysis, and reflection.
A really thoughtful and clear read. I think your post’s layout/format is excellent and makes for an accessible and direct read. I really like the use of a quote from each person/interview is used as a summary.
Your description of your teaching context shows a real awareness and considers the areas that it lacks in and ways of making improvement. Your final section shows you have a strong desire to learn and understand more about making the space you work in more accessible.
Thanks Tommy! I am glad to hear it was a clear read. I attended ‘clear and accessible english’ training a couple of weeks ago, and have been trying to write with those principles in mind.
Exemplary analysis of the three interviews. Your structured analysis is a really successful way to highlight the intersectional identities and I really liked how you used a quote to encapsulate a key point from each interview – brilliant work.
The list of recurring themes is also really well observed and thoughtful. Helping the reader understand the connections you have made between the interviews and the wider issues.
I found the level of detail about your own teaching context particularly insightful and helpful in terms of assessing my own teaching situation in more detail and identifying key areas for improvement and how I might develop my own intervention. Again, the organised, structured approach really helped me to understand exactly how you have reflected on the teaching environment and methods you use for student communication.
I was thinking today about John Lewis’ employment policy – they seem to have a particularly progressive approach and you can read more here about their ‘Diversity and Inclusion Plan’. Maybe these is something here as a useful reference. Could partly be due to the company being a partnership with all their employees, perhaps speaking to the point Chay Brown makes about the importance of including people from marginalised communities in the decision making process.
https://www.johnlewispartnership.co.uk/work/diversity-and-inclusion.html
Brilliant work, Flo, a really interesting and useful post!
Thanks for your encouraging feedback Stephen!
The John Lewis’ Diversity and Inclusion plan is really interesting, thanks for sharing this link. I agree, there is definitely something to be learned from the effect of the partnership system. It would be very interesting to look at how this principle could be applied to my own teaching/our own teaching context.