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Apelmo, E. (2024). They really looked, looked and looked: Contemporary dance, disability and the circulation of emotions. Alter;European Journal of Disability Research ;Journal Europeen de Recherche Sur le Handicap, 18(1), 5-21
Öppna denna publikation i ny flik eller fönster >>They really looked, looked and looked: Contemporary dance, disability and the circulation of emotions
2024 (Engelska)Ingår i: Alter;European Journal of Disability Research ;Journal Europeen de Recherche Sur le Handicap, ISSN 1875-0672, E-ISSN 1875-0680, Vol. 18, nr 1, s. 5-21Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Abstract [fr]

“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.

Ort, förlag, år, upplaga, sidor
L'école des hautes études en sciences sociales, 2024
Nyckelord
Dance, Disability, Phenomenology, Gazes, Emotions, danse, handicap, phénoménologie, regards, émotions
Nationell ämneskategori
Socialt arbete
Identifikatorer
urn:nbn:se:mau:diva-66908 (URN)001181845100001 ()
Tillgänglig från: 2024-04-25 Skapad: 2024-04-25 Senast uppdaterad: 2024-04-25Bibliografiskt granskad
Apelmo, E. (2023). Cipping higher education: Difference, experience and organization in the academic classrooms. In: : . Paper presented at European Student Convention 45, 6-10 mars, Lund, Sweden.
Öppna denna publikation i ny flik eller fönster >>Cipping higher education: Difference, experience and organization in the academic classrooms
2023 (Engelska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Nyckelord
higher education, inclusion, intersectionality, disability, ableism
Nationell ämneskategori
Socialt arbete Pedagogik Sociologi (exklusive socialt arbete, socialpsykologi och socialantropologi) Genusstudier
Forskningsämne
Hälsa och samhälle
Identifikatorer
urn:nbn:se:mau:diva-59360 (URN)
Konferens
European Student Convention 45, 6-10 mars, Lund, Sweden
Tillgänglig från: 2023-04-25 Skapad: 2023-04-25 Senast uppdaterad: 2023-04-27Bibliografiskt granskad
Apelmo, E. & Alftberg, Å. (2022). ”Gör plats!”: Om ableism, paternalism och konstruktionen av normbrytande funktionalitet. Socialvetenskaplig tidskrift, 29(2), 131-150
Öppna denna publikation i ny flik eller fönster >>”Gör plats!”: Om ableism, paternalism och konstruktionen av normbrytande funktionalitet
2022 (Svenska)Ingår i: Socialvetenskaplig tidskrift, ISSN 1104-1420, E-ISSN 2003-5624, Vol. 29, nr 2, s. 131-150Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

”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. 

Ort, förlag, år, upplaga, sidor
Linköping University Electronic Press, 2022
Nationell ämneskategori
Socialt arbete
Identifikatorer
urn:nbn:se:mau:diva-57407 (URN)10.3384/SVT.2022.29.2.4609 (DOI)
Tillgänglig från: 2023-01-13 Skapad: 2023-01-13 Senast uppdaterad: 2023-01-16Bibliografiskt granskad
Apelmo, E. (2022). Rum för flexibla kroppar: Om ableism, öppna kontorslandskap och alla de andra (1ed.). In: Andrés Brink Pinto; Mikael Mery Karlsson; Irina Schmitt (Ed.), Kritiska blickar från marginalen: Reflektioner i spåren av Jens Rydström (pp. 249-262). Lund: Genusvetenskapliga institutionen, Lunds Universitet
Öppna denna publikation i ny flik eller fönster >>Rum för flexibla kroppar: Om ableism, öppna kontorslandskap och alla de andra
2022 (Svenska)Ingår i: Kritiska blickar från marginalen: Reflektioner i spåren av Jens Rydström / [ed] Andrés Brink Pinto; Mikael Mery Karlsson; Irina Schmitt, Lund: Genusvetenskapliga institutionen, Lunds Universitet , 2022, 1, s. 249-262Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Lund: Genusvetenskapliga institutionen, Lunds Universitet, 2022 Upplaga: 1
Nyckelord
arbetsliv, kontorslandskap, cripteori, ableism, funktionshinder
Nationell ämneskategori
Sociologi Socialt arbete Genusstudier
Forskningsämne
Hälsa och samhälle
Identifikatorer
urn:nbn:se:mau:diva-52691 (URN)10.37852/oblu.155.c220 (DOI)978-91-8039-293-8 (ISBN)978-91-8039-294-5 (ISBN)
Tillgänglig från: 2022-06-13 Skapad: 2022-06-13 Senast uppdaterad: 2022-12-23Bibliografiskt granskad
Apelmo, E. & Nordgren, C. (2022). Still waiting for the hand to be raised: On being crip killjoys at an ableist university. In: Hanna Egard; Kristofer Hansson; David Wästerfors (Ed.), Accessibility Denied: Understanding Inaccessibility and Everyday Resistance to Inclusion for Persons with Disabilities (pp. 107-122). London: Routledge
Öppna denna publikation i ny flik eller fönster >>Still waiting for the hand to be raised: On being crip killjoys at an ableist university
2022 (Engelska)Ingår i: Accessibility Denied: Understanding Inaccessibility and Everyday Resistance to Inclusion for Persons with Disabilities / [ed] Hanna Egard; Kristofer Hansson; David Wästerfors, London: Routledge , 2022, s. 107-122Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

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. 

Ort, förlag, år, upplaga, sidor
London: Routledge, 2022
Serie
Interdisciplinary disability studies, ISSN 2693-4418, E-ISSN 2693-440X
Nyckelord
collaborative autoethnography, disability, accessibility, inclusion, working life, universities, open-plan offices, ableism, crip theory, kollaborativ autoetnografi, funktionshinder, tillgänglighet, inkludering, arbetsliv, universitet, kontorslandskap, ableism, cripteori
Nationell ämneskategori
Sociologi Socialt arbete Genusstudier
Forskningsämne
Hälsa och samhälle
Identifikatorer
urn:nbn:se:mau:diva-46781 (URN)10.4324/9781003120452-7 (DOI)9781003120452 (ISBN)9780367637286 (ISBN)
Tillgänglig från: 2021-11-10 Skapad: 2021-11-10 Senast uppdaterad: 2022-08-05Bibliografiskt granskad
Apelmo, E. (2022). Still waiting for the hand to be raised: On being crip killjoys at an ableist university. In: : . Paper presented at NORA Conference 2022: Tensions and Potentials in Nordic Feminist and Gender Research, June 20-22, University of Oslo, Norway..
Öppna denna publikation i ny flik eller fönster >>Still waiting for the hand to be raised: On being crip killjoys at an ableist university
2022 (Engelska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Abstract [en]

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. 

Nyckelord
collaborative autoethnography, disability, accessibility, inclusion, working life, universities, open-plan offices, ableism, crip theory, kollaborativ autoetnografi, funktionshinder, tillgänglighet, inkludering, arbetsliv, universitet, kontorslandskap, ableism, cripteori
Nationell ämneskategori
Socialt arbete Genusstudier
Forskningsämne
Hälsa och samhälle; Arbete och organisation
Identifikatorer
urn:nbn:se:mau:diva-56689 (URN)
Konferens
NORA Conference 2022: Tensions and Potentials in Nordic Feminist and Gender Research, June 20-22, University of Oslo, Norway.
Tillgänglig från: 2022-12-14 Skapad: 2022-12-14 Senast uppdaterad: 2024-06-11Bibliografiskt granskad
Apelmo, E. (2022). What Is the Problem?: Dis/Ability in Swedish Physical Education Teacher Education Syllabi. Sport, Education and Society, 27(5), 529-542
Öppna denna publikation i ny flik eller fönster >>What Is the Problem?: Dis/Ability in Swedish Physical Education Teacher Education Syllabi
2022 (Engelska)Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 27, nr 5, s. 529-542Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2022
Nyckelord
Physical Education Teacher Education, syllabus, policy analysis, inclusive education, disability, ableism, cripistemologies
Nationell ämneskategori
Sociologi (exklusive socialt arbete, socialpsykologi och socialantropologi) Socialt arbete Utbildningsvetenskap
Forskningsämne
Hälsa och samhälle
Identifikatorer
urn:nbn:se:mau:diva-41284 (URN)10.1080/13573322.2021.1884062 (DOI)000618002500001 ()2-s2.0-85101468831 (Scopus ID)
Forskningsfinansiär
Centrum för Idrottsforskning, P2018-0055
Tillgänglig från: 2021-03-15 Skapad: 2021-03-15 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Apelmo, E. (2020). Stor skillnad i vad idrottslärare får lära sig om inkluderande undervisning. Idrottsforskning.se (29 JUL 2020)
Öppna denna publikation i ny flik eller fönster >>Stor skillnad i vad idrottslärare får lära sig om inkluderande undervisning
2020 (Svenska)Ingår i: Idrottsforskning.se, ISSN 2002-3944, nr 29 JUL 2020Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm)) Published
Abstract [sv]

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.

Ort, förlag, år, upplaga, sidor
Stockholm: Centrum för idrottsforskning, 2020
Nyckelord
idrottslärarutbildning, kursplaner, policyanalys, funktionshinder, inkludering
Nationell ämneskategori
Sociologi
Forskningsämne
Hälsa och samhälle
Identifikatorer
urn:nbn:se:mau:diva-18635 (URN)
Forskningsfinansiär
Centrum för Idrottsforskning, P2018-0055
Tillgänglig från: 2020-10-14 Skapad: 2020-10-14 Senast uppdaterad: 2022-06-15Bibliografiskt granskad
Apelmo, E. (2019). Att crippa högre utbildning: Skillnad och erfarenhet i de akademiska lärosalarna. In: : . Paper presented at g19 - Swedish Conference for Gender Studies, Göteborg, 7-9 October 2019. Göteborg
Öppna denna publikation i ny flik eller fönster >>Att crippa högre utbildning: Skillnad och erfarenhet i de akademiska lärosalarna
2019 (Svenska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Göteborg: , 2019
Nyckelord
högre utbildning, funktionshinder, ableism
Nationell ämneskategori
Sociologi
Identifikatorer
urn:nbn:se:mau:diva-13748 (URN)
Konferens
g19 - Swedish Conference for Gender Studies, Göteborg, 7-9 October 2019
Tillgänglig från: 2020-03-06 Skapad: 2020-03-06 Senast uppdaterad: 2022-03-11Bibliografiskt granskad
Apelmo, E. (2019). ‘You do it in your own particular way.’: Physical education, gender and (dis)ability (ed.). Sport, Education and Society, 24(7), 702-713
Öppna denna publikation i ny flik eller fönster >>‘You do it in your own particular way.’: Physical education, gender and (dis)ability
2019 (Engelska)Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 24, nr 7, s. 702-713Artikel i tidskrift (Refereegranskat)
Abstract [en]

The aim of this article was to explore, from a gender perspective, how young sporting women with physical impairments experience physical education (PE), and which strategies they use to manage situations that arise in the everyday interaction in connection with those lessons. Phenomenology provides a theoretical framework that includes the body. Ten semi-structured interviews were conducted with the women, aged 15–28. In addition, semi-structured interviews were held with three boys, aged between 10 and 15, and with one male coach. Those latter interviews are used in the article as material for comparison. The young women had a strong aspiration to appear normal. However, in relation to PE, the participants highlighted issues dealing with experiences of exclusion and special treatment. It appeared to be difficult for teachers to see these women as the sports-interested youths that they were. The young women used different strategies of resistance. Some of them did not participate in certain aspects of PE, or chose to quit the whole course. To receive a higher grade, another participant showed the teacher her medals from the Swedish national swimming championship, thus stressing her competence. When the women finally described the stigmatization that they had been subjected to, they avoided positioning themselves as victims, by downplaying the seriousness of a discriminatory situation or by using in the interview the word ‘we’ instead of ‘I’, thus describing the incident in collective terms. Previous research supports the suggestion that the students’ opportunities to show their capacities and strength during PE are dependent on the students’ gender. While one of the boys and a male coach gave examples of experiences of more inclusive PE, with a potential to challenge the able-bodied norm within the subject, the gender norm remained unquestioned.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2019
Nyckelord
body, youth, gender, disability, disabled students, physical education, sport, phenomenology, de Beauvoir, the Other
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-4820 (URN)10.1080/13573322.2018.1452198 (DOI)000477720100003 ()2-s2.0-85044175747 (Scopus ID)24811 (Lokalt ID)24811 (Arkivnummer)24811 (OAI)
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Projekt
Kropp, funktionsförmåga och kön i ämneslärarutbildningen med inriktning idrott och hälsa; Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för socialt arbete (SA)Att utmana med dans. En studie om hur dansare använder kropp och blick för att utmana stereotypa idéer om människor med fysiska funktionsnedsättningar; Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för socialt arbete (SA)Rejected bodies. Participation and Exclusion in Mainstream Physical Education, Grade 9, From a (Dis)ability and Gender Perspective.; Malmö universitetVisioner och strategier bland dansare och ledare, verksamma inom fältet dans och fysiska funktionsvariationer; Malmö universitet
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-8463-6775

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