Samtidigt som antidemokratiska krafter växer i Europa har frågan om breddad rekrytering och mångfald återigen aktualiserats. I sin utvärdering av lärosätenas arbete med breddad rekrytering från 2022 konstaterar Universitetskanslersämbetet att den sociala snedrekryteringen består. Snedrekryteringen har negativa effekter på såväl demokratisk samhällsutveckling som social rättvisa. Dryga 20 år efter att uppdraget att främja breddad rekrytering skrevs in i högskolelagen finns det alltså skäl att fundera över varför så lite har hänt. Essän argumenterar för att blicken bör vändas från underrepresenterade grupper mot exkluderande normer och sociala strukturer inom universiteten. Syftet är att diskutera hur universitetslärare kan motverka de mekanismer som gör att vissa studenter känner sig hemma i föreläsningssalar och seminarierum medan andra inte gör det. Essän har ett intersektionellt perspektiv, men fokus läggs särskilt på de normer och strukturer som tar utgångspunkt i föreställningen om den normala kroppen, vad som benämns ableism. Essän diskuterar metoder för att synliggöra lärarnas och studenternas situering, pedagogiska verktyg för att låta olika erfarenheter komma till tals, betydelsen av val av perspektiv och kurslitteratur liksom tillgänglig undervisning. När skillnader synliggörs utan att ordnas hierarkiskt blir de skilda erfarenheterna en resurs för ett ömsesidigt lärande om varandra och det kritiska tänkandet främjas.

Over the past decade, several inclusive dance projects, in which professional dancers with and without disabilities collaborate, have been started in Sweden. The article explores disabled and able-bodied dancers' and leaders' experiences of and strategies for managing gazes and emotions - in encounters with the audience and other surrounding people - from a phenomenological perspective. Eleven qualitative interviews were conducted. The interviewees meet gazes filled with benevolence, surprise, pity and fascination. The emotions stick to the disabled dancers' bodies, distance them from their own bodies and arouse uneasiness that needs to be handled. However, disabled dancers and disabled persons in the audience may also meet in the gaze of recognition. The companies' internal gazes are important, too. When disabled dancers are only physically integrated or when dierences are hidden, the potential for change gets lost. If choreographers and audiences succeed in looking beyond the body itself, an empathetic identification may take place. Another strategy is to completely break with voyeurism by blocking all gazes. The companies show new ways of interacting, thus expanding the possibilities for both able and disabled bodies.

“Ils ont vraiment regardé, regardé et encore regardé”: danse contemporaine, handicap et circulation des émotions

Au cours de la dernière décennie, plusieurs projets de danse inclusive, dans lesquels des danseurs professionnels handicapés et non handicapés collaborent, ont été lancés en Suède. L’article explore les expériences des regards et des émotions des danseurs et des leaders avec et sans handicap – lors de rencontres avec le public et les autres personnes qui les entourent – d’un point de vue phénoménologique. Onze entretiens qualitatifs ont été réalisés. Les personnes interrogées croisent des regards remplis de bienveillance, de surprise, de pitié et de fascination. Les émotions collent au corps des danseurs handicapés et suscitent un malaise à gérer. Cependant, les danseurs handicapés et les membres du public handicapés peuvent également se rencontrer dans un regard de reconnaissance. Les regards internes des compagnies sont également importants. Lorsque les danseurs handicapés ne sont intégrés que physiquement ou lorsque les différences sont cachées, le potentiel de changement se perd. Si les chorégraphes et le public réussissent à regarder au-delà du corps lui-même, une identification empathique peut exister. Une autre stratégie consiste à rompre complètement avec le voyeurisme en bloquant tous les regards. Les compagnies montrent de nouvelles façons d'interagir, élargissant ainsi les possibilités pour les corps valides comme handicapés.

”Make room!” Concerning ableism, paternalism and the construction of dis/abilityWithin the social work profession, social vulnerability and social justice are central concerns. However, professional emphasis is on economic and social conditions and less on dis/ability, despite the fact that dis/ability is important, not only for services aimed specifically at people with dis/abilities, but the entire profession of social work is linked to dis/ability in various ways. The purpose of the article is to contribute to a deepened understanding of vulnerability in general and, in particular, the vulnerability of people with dis/abilities. An advertisement from the Swedish Public Employment Service’s campaign “Make room!” forms a point of departure for a theoretical discussion of how dis/ability is constructed. The article demonstrates how the advertisement is based on paternalistic and ableistic ways of thinking that connect dis/ability, gender, and race/ethnicity. Able-bodied perfection is regarded as desirable, while the deviant body is linked to deficiency and suffering. The article also deals with the critical discussion that followed the advertisement, which eventually led to the Swedish Public Employment Service withdrawing it. Finally, we argue in favour of a cripistemological perspective in social work. This means taking previously marginalized knowledge as a starting point and reformulate traditional perspectives. It also means seeking cross-border cooperation between social work and the disability rights move-ment as well as other social movements. Thus, the lived experience of vulnerability that can result from impairment and its effects, as well as the political vulnerability that arises due to lack of resources, are made visible, without vulnerability being interpreted from paternalistic and ableis-tic perspectives. Moreover, ideas of the normal body and the normal way of thinking and fee-ling can be made visible and criticized, and alternative visions for how to organize society can be formed. 

This paper is based on collaborative autoethnography about being disabled in contemporary working life. It draws from the two authors’ (Elisabet Apelmo and Camilla Nordgren) experiences as instructors and researchers at a Swedish university and focuses on examples of inaccessibility in everyday situations. Disabled people are underrepresented in academia and disabled academics are hindered from fully participating. We find ableist structures and practices within working life and the current neoliberal organisation, together with the individualisation of work environment problems and diffuse responsibility, as the main obstacles to accessibility. The paper opens up a critique of hindrances to accessibility within the academic walls. It is proposed that the focus be shifted from the problematised outsider to how ableism, built on the idea of the normal worker, excludes. While waiting for the person responsible for accessibility to raise his or her hand, one way of achieving change is to become crip killjoys, and thus pay attention to injustice. 

This chapter is based on collaborative autoethnography about being disabled in contemporary working life. It draws from the two authors’ experiences as instructors and researchers at a Swedish university and focuses on examples of inaccessibility in everyday situations. Disabled people are underrepresented in academia and disabled academics are hindered from fully participating. We find ableist structures and practices within working life and the current neoliberal organisation, together with the individualisation of work environment problems and diffuse responsibility, as the main obstacles to accessibility. The chapter opens up a critique of hindrances to accessibility within the academic walls. It is proposed that the focus be shifted from the problematised outsider to how ableism, built on the idea of the normal worker, excludes. While waiting for the person responsible for accessibility to raise his or her hand, one way of achieving change is to become crip killjoys, and thus pay attention to injustice. 

This article discusses dis/ability and physical education teacher education (PETE). The aim is twofold. First, I explore how dis/ability is problematised in PETE syllabi from nine Swedish universities. Bacchi's What's the problem represented to be? approach for analysing policy texts is used. The centre of attention thus shifts from a problem and its solution, to how a phenomenon is made into a problem and to the effects of this problematisation. Second, a theoretical framework that corresponds better with the aims of the steering documents advising Swedish compulsory schools and PETE is proposed.

In the analysis, two dominant problem representations were discerned. First, pupils with impairment or special needs are constructed as the problem. When pupils with impairment are problematised, they risk being constructed as deviant and marginal in PE. This is reinforced by the fact that, in some cases, the subject is dealt with in only a few pages of text and as part of a single course. Second, power relations, norms or inequality are constructed as the problem. Thus, the focus shifts from the pupils’ reduced physical, cognitive or neuropsychiatric ability to the interactions with able-bodied teachers and peers. Bacchi also asks where the silences are in the texts. The notion of disability, caused by social barriers such as inaccessibility and prejudices, is completely missing. Moreover, ableism – discrimination that favours being able-bodied – is not explicitly dealt with, not even when the syllabi bring up power relations or norms.

A change within PETE is required, with inclusive education as the goal. I suggest that both the effects of impairment and ableism, which lead to disabilities, need to be taken into account. Cripistemologies – that is, the knowledge of disabled people – would be useful in this process, as a way to dismantle ableism and appreciate differences.

Svenska idrottslärarutbildningars kursplaner tar sig an inkludering av funktionshindrade elever på olika vis. Medan vissa kursplaner framställer elever med funktionsnedsättningar som ett problem, problematiserar andra maktrelationer, normer eller ojämlikhet. Mängden kurslitteratur i ämnet varierar från över 1000 sidor till inga sidor alls.