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Overview

Like much work in the field of Disability Studies, the work of the Centre for Culture and Disability Studies (CCDS) with the Faculty of Education is fundamentally concerned with social justice: with challenging and changing the inequalities and prejudices that people who are disabled face on a daily basis. 

Though there are other centres for Disability Studies in the UK, the CCDS is unique in its focus on culture as the means by which prejudices around disability are circulated and perpetuated.

For further information, please visit the Centre for Culture and Disability Studies website. 

 

Contact Details

Dr David Bolt

Director, Centre for Culture & Disability Studies

Editor, Journal of Literary & Cultural Disability Studies
Lecturer and Recognised Researcher, Education
Founder, International Network of Literary & Cultural Disability Scholars

E: boltd@hope.ac.uk

T: 0151 291 3346

Find us on Facebook

Office: EDEN 128

Postal address: Graduate School, Faculty of Education, Liverpool Hope University, Liverpool, L16 9JD.

Aims and Objectives

  • To analyse representations of disability in all forms of cultural production (e.g. literature, film, art, advertising, television, etc) and how these shape wider public understandings of disability.
  • To reform the curriculum at all levels of education.  Disability remains marginalized in comparison to issues of gender, ethnicity, and sexuality, so we work to promote the inclusion of disability issues and disabled peoples’ voices across the curriculum. 

Members

Chair:
Dr Claire Penketh, Senior Lecturer, Department of Education Studies, Liverpool Hope University.

Hope staff members:
Dr Ria Cheyne, Lecturer, Faculty of Arts and Humanities, Liverpool Hope University.
Susan Blagbrough, Research Assistant, Education Faculty, Liverpool Hope University.
Louise Brown, Learner Support Adviser, Student Development and Well-being, Liverpool Hope University.

External to Liverpool Hope:
Mrs Ruth Gould, Chief Executive Officer of DaDaFest, The Bluecoat.
Dr Cath Nichols, Poet and Academic, Lifelong Learning Centre, University of Leeds.

 


 

Research

In opposition to all forms of ableism, we have research interests in areas that include nineteenth or twentieth century literature, curricular reform, sensory impairment, identity, terminology, sexuality, feminism, deconstruction, psychoanalysis, social psychology, eugenics, embodiment, popular culture, technology, disability representation in popular genres such as science fiction, romance, and crime, national and international inclusion, SEN policy and practice, cognitive acceleration, child development, sociological aspects of education, research methodology, history within primary schools, textbooks and digital media employed within educational settings, equity in education, critical pedagogy, narrative methodology, participatory and emancipatory approaches to research, film, popular entertainment, broadcast media, media activism, and intersectionality.

Publications

David Bolt

Bolt, David. “The Blindman in the Classic: Feminisms, Ocularcentrism, and Jane Eyre.” The Madwoman and the Blindman: Jane Eyre, Discourse, Disability. Ed. David Bolt, Julia Miele Rodas, and Elizabeth J. Donaldson. Ohio: Ohio State UP, 2012.

---. ‘Social Encounters, Cultural Representation, and Critical Avoidance', Routledge Handbook of Disability Studies. Ed. Nick Watson, Carol Thomas and Alan Roulstone. London: Routledge, 2012. 287-97.

---. ‘Community, Controversy, and Compromise: The Language of Visual Impairment’. Language, Bodies, and Health. Berlin & New York: Mouton de Gruyter, 2011. 15-36.

---. ‘The Starfish Paradigm: Impairment, Disability, and characterisation in Bobbie Ann Mason’s “Shiloh.”’ Midwest Quarterly 52.1 (2010): 11-30.

---. ‘The Blindman in the Classic: Feminisms and Ocularcentrism in Charlotte Brontë’s Jane Eyre.’ Textual Practice 22.2 (2008): 269-89.

 

Ria Cheyne

Cheyne, Ria.  “Touching the Other: Alien Contact and Transgressive Touch in Torchwood.” Illuminating Torchwood: Essays on Narrative, Character and Sexuality in the BBC Series. Ed. Andrew Ireland. Jefferson, NC: McFarland, 2010. 43-52.

---. “Literary, Cultural, & Disability Studies: A Tripartite Approach to Postcolonialism.” Journal of Literary & Cultural Disability Studies 4.2 (2010): 201-4. Conference report.

---. Review of Sheri S. Tepper, The Margarets. Foundation 106 (2010). 

---. “Literary, Cultural, & Disability Studies: A Tripartite Approach to Poststructuralism.” JLCDS 3.3 (2009): 295-8. Conference report.

---. “Theorising Culture and Disability: Interdisciplinary Dialogues.” JLCDS 3.1 (2009): 101-04.  Conference report/essay.

---. Review of Michael Davidson, Concerto for the Left Hand: Disability and the Defamiliar BodyJLCDS 3.1 (2009): 105-06.

---. “Rethinking Genre: The Politics of Cultural Form.”  Popular Narrative Media 1.2 (2008): 235–6. Conference report.

---. “Created Languages in Science Fiction.” Science Fiction Studies 35.3 (2008): 386-403.

 

Alan Hodkinson

Bartlett, S., Hodkinson, A. and Wakeman, C. (2010). Editorial, Educational Futures. The Journal of the British Education Studies Association, 2(2),1-2.

Bartlett, S. Hodkinson, A., Wakeman, C. and Warren, S. (2011). Editorial, Educational Futures. The Journal of the British Education Studies Association, 2(3),1-2.

---. (2011). Editorial, Educational Futures. The Journal of the British Education Studies Association, 3(2),1-2.

---. (2012). Editorial, Educational Futures. The Journal of the British Education Studies Association, 4(1),1-2.

Hodkinson, A. (2011). The mediating influences of electronic media upon children’s conceptions of disability: a proto text analysis. Jorsen.

---. (2011). Inclusion a defining definition. Power and Education,3(2), 179-185.

---. (2010). Inclusive and Special Education within the English Education System: historical perspectives, recent developments and future challenges, British Journal of Special Education. 37(2), 61-67.

---. (2009). To date or not to date, that is the question: a critical examination of the employment of subjective time phrases in the teaching and learning of primary history, International Journal of Historical Learning, Teaching and Research. 8(2), 39-50.

---. (2009). Pre-service teacher training and special educational needs in England 1970-2008: is government learning the lessons of the past or is it experiencing a groundhog day? European Journal of Special Needs Education, 24(3), 277-289.

---. (2009). Are boys really better than girls at primary history - A critical examination of gender-related attainment differentials within the English educational system. International Journal of Historical Learning, Teaching and Research, 8(2), 50-62.

---. (2009). Education Studies and Employability how do students and graduates define the subject and what do they perceive its vocational relevance to be? Educational Futures. The Journal of the British Education Studies Association, 2(1).

Hodkinson. A., Bartlett, S. and Hankin, L. (2009). Editorial, Educational Futures. The Journal of the British Education Studies Association, 2(1), 1.

Hodkinson, A. and Deverokonda, C. (2011). ‘For pity’s sake: comparative conceptions of inclusion in England and India’. International Review of Qualitative Research, 4(2) 255-260.

---. (2011). Conceptions of Inclusion and Inclusive Education: a Critical Examination of the Perspectives and Practices of Teachers in England. Educational Futures. The Journal of the British Education Studies Association.3(1), 52-65.

---. (2009). Conceptions of Inclusion and Inclusive Education: a Critical Examination of the Perspectives and Practices of Teachers in India. International Journal of Research in Education.82, 85-96.

Hodkinson, A. and Vickerman, P. (2010). ‘The Development of SEN: From Benevolent Humanitarianism to the Halfway House of Integration’ in Weston, C. (2010 (Ed.) UEL Special Educational Needs and Inclusive Reader. London: Sage, pp. 55-72.

Hodkinson, A. and Vickerman, P. (2009). Education Studies Essential Issues: Inclusion and Special Educational Needs. London: Sage.

O'Connor, M., Hodkinson, A., Burton, D. & Torstensson, G. (2011). Pupil voice - listening to and hearing the educational experiences of young people with Behavioural Emotional and Social Difficulties.  Emotional and Behavioural Difficulties, 16(3), 289-302.

Starczewska, A. & Hodkinson, A. & Adams, G. (2012) Special Education in Poland. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.). Hoboken, NJ: John Wiley and Sons.

Starczewska, A. & Hodkinson, A. & Adams, G. (2011). Conceptions of Inclusion and Inclusive Education: a Critical Examination of the Perspectives and Practices of Teachers in Poland. Jorsen.

Stronach, I., Hodkinson, A. (2011).Towards a theory of Santa. Or the ghosts of Christmas present. Anthropology Today. 27(6), 15-20.

Wong. C. & Hodkinson, A.   (2012). Homophobia in primary schools: does it exist? E-Futures Journal of BESA.

 

Claire Penketh

Beaumont, C. & Penketh, C. 'Turnitin said it wasn't happy': Can the regulatory discourse of plagiarism detection operate as a change artefact for writing development? (2012) Innovations in Education and Teaching International.

Collinson, C. & Penketh, C. ‘Idle chatter and alienating blah: rewriting literacy as a site for exclusion’ International Journal of Inclusive Education (2012).

Penketh, C. (2011) ‘Narrative analysis: exploring experiences of observational drawing and dyspraxia’ International Journal of Research and Method in Education 34(2) pp. 161-174.

Penketh, C. (2011) A Clumsy Encounter: Drawing and Dyspraxia. Netherlands: Sense Publishers.

Penketh, C. (2010) ‘Sketchbooks: A Space for Uncertainty.’ TRACEY online journal.

Collinson, C. and Penketh, C. (2010) ‘Sit in the corner and don’t eat the crayons: dyslexic postgraduates and the dominant ‘lexic’ discourse’ Disability and Society Vol. 25 No. 1 pp. 7-19.

Greenbank, P. and Penketh, C. (2009) “Student autonomy and reflections on the undergraduate dissertation.” Journal of Further and Higher Education Vol. 33, No.4, pp. 463 – 472.

Penketh, C. (2008) “Academic writing as an integrative activity: enhancing student-teacher dialogue and a bridge between teaching and research.” in Moore, S (ed) SEDA Special Supporting Academic Writing Among Faculty and Students SEDA.

Goddard, G. and Penketh, C. (2008) “Students in Transition: Foundation Degree to Honours level 6, a narrative journey of development.” Research in Post-Compulsory Education Vol 13, No. 3 pp.315 – 328.

Greenbank, P., Penketh, C., Schofield, M. & Turjansky, T. (2008)The Undergraduate Dissertation: ‘most likely you go your way and I’ll go mine.’ International Journal of Quality and Standards Vol 2, paper 6.

 

Laura Waite

Waite, L. (2009) Hearing and Aural Health in Pawlyn, J. and Carnaby, S. Profound and Multiple Intellectual Disabilities: Nursing Complex Needs. London: Blackwell. 302-349.

Waite, L. (2008) Hearing Impairment and People with Learning Difficulties. Profound and Multiple Learning Disabilities Link. Vol. 20 (5) 43-54.

 

 

Overview

Like much work in the field of Disability Studies, the work of the Centre for Culture and Disability Studies (CCDS) with the Faculty of Education is fundamentally concerned with social justice: with challenging and changing the inequalities and prejudices that people who are disabled face on a daily basis. 

Though there are other centres for Disability Studies in the UK, the CCDS is unique in its focus on culture as the means by which prejudices around disability are circulated and perpetuated.

For further information, please visit the Centre for Culture and Disability Studies website. 

 

Contact Details

Dr David Bolt

Director, Centre for Culture & Disability Studies

Editor, Journal of Literary & Cultural Disability Studies
Lecturer and Recognised Researcher, Education
Founder, International Network of Literary & Cultural Disability Scholars

E: boltd@hope.ac.uk

T: 0151 291 3346

Find us on Facebook

Office: EDEN 128

Postal address: Graduate School, Faculty of Education, Liverpool Hope University, Liverpool, L16 9JD.

Aims and Objectives

  • To analyse representations of disability in all forms of cultural production (e.g. literature, film, art, advertising, television, etc) and how these shape wider public understandings of disability.
  • To reform the curriculum at all levels of education.  Disability remains marginalized in comparison to issues of gender, ethnicity, and sexuality, so we work to promote the inclusion of disability issues and disabled peoples’ voices across the curriculum. 

Members

Chair:
Dr Claire Penketh, Senior Lecturer, Department of Education Studies, Liverpool Hope University.

Hope staff members:
Dr Ria Cheyne, Lecturer, Faculty of Arts and Humanities, Liverpool Hope University.
Susan Blagbrough, Research Assistant, Education Faculty, Liverpool Hope University.
Louise Brown, Learner Support Adviser, Student Development and Well-being, Liverpool Hope University.

External to Liverpool Hope:
Mrs Ruth Gould, Chief Executive Officer of DaDaFest, The Bluecoat.
Dr Cath Nichols, Poet and Academic, Lifelong Learning Centre, University of Leeds.

 


 

Research

In opposition to all forms of ableism, we have research interests in areas that include nineteenth or twentieth century literature, curricular reform, sensory impairment, identity, terminology, sexuality, feminism, deconstruction, psychoanalysis, social psychology, eugenics, embodiment, popular culture, technology, disability representation in popular genres such as science fiction, romance, and crime, national and international inclusion, SEN policy and practice, cognitive acceleration, child development, sociological aspects of education, research methodology, history within primary schools, textbooks and digital media employed within educational settings, equity in education, critical pedagogy, narrative methodology, participatory and emancipatory approaches to research, film, popular entertainment, broadcast media, media activism, and intersectionality.

Publications

David Bolt

Bolt, David. “The Blindman in the Classic: Feminisms, Ocularcentrism, and Jane Eyre.” The Madwoman and the Blindman: Jane Eyre, Discourse, Disability. Ed. David Bolt, Julia Miele Rodas, and Elizabeth J. Donaldson. Ohio: Ohio State UP, 2012.

---. ‘Social Encounters, Cultural Representation, and Critical Avoidance', Routledge Handbook of Disability Studies. Ed. Nick Watson, Carol Thomas and Alan Roulstone. London: Routledge, 2012. 287-97.

---. ‘Community, Controversy, and Compromise: The Language of Visual Impairment’. Language, Bodies, and Health. Berlin & New York: Mouton de Gruyter, 2011. 15-36.

---. ‘The Starfish Paradigm: Impairment, Disability, and characterisation in Bobbie Ann Mason’s “Shiloh.”’ Midwest Quarterly 52.1 (2010): 11-30.

---. ‘The Blindman in the Classic: Feminisms and Ocularcentrism in Charlotte Brontë’s Jane Eyre.’ Textual Practice 22.2 (2008): 269-89.

 

Ria Cheyne

Cheyne, Ria.  “Touching the Other: Alien Contact and Transgressive Touch in Torchwood.” Illuminating Torchwood: Essays on Narrative, Character and Sexuality in the BBC Series. Ed. Andrew Ireland. Jefferson, NC: McFarland, 2010. 43-52.

---. “Literary, Cultural, & Disability Studies: A Tripartite Approach to Postcolonialism.” Journal of Literary & Cultural Disability Studies 4.2 (2010): 201-4. Conference report.

---. Review of Sheri S. Tepper, The Margarets. Foundation 106 (2010). 

---. “Literary, Cultural, & Disability Studies: A Tripartite Approach to Poststructuralism.” JLCDS 3.3 (2009): 295-8. Conference report.

---. “Theorising Culture and Disability: Interdisciplinary Dialogues.” JLCDS 3.1 (2009): 101-04.  Conference report/essay.

---. Review of Michael Davidson, Concerto for the Left Hand: Disability and the Defamiliar BodyJLCDS 3.1 (2009): 105-06.

---. “Rethinking Genre: The Politics of Cultural Form.”  Popular Narrative Media 1.2 (2008): 235–6. Conference report.

---. “Created Languages in Science Fiction.” Science Fiction Studies 35.3 (2008): 386-403.

 

Alan Hodkinson

Bartlett, S., Hodkinson, A. and Wakeman, C. (2010). Editorial, Educational Futures. The Journal of the British Education Studies Association, 2(2),1-2.

Bartlett, S. Hodkinson, A., Wakeman, C. and Warren, S. (2011). Editorial, Educational Futures. The Journal of the British Education Studies Association, 2(3),1-2.

---. (2011). Editorial, Educational Futures. The Journal of the British Education Studies Association, 3(2),1-2.

---. (2012). Editorial, Educational Futures. The Journal of the British Education Studies Association, 4(1),1-2.

Hodkinson, A. (2011). The mediating influences of electronic media upon children’s conceptions of disability: a proto text analysis. Jorsen.

---. (2011). Inclusion a defining definition. Power and Education,3(2), 179-185.

---. (2010). Inclusive and Special Education within the English Education System: historical perspectives, recent developments and future challenges, British Journal of Special Education. 37(2), 61-67.

---. (2009). To date or not to date, that is the question: a critical examination of the employment of subjective time phrases in the teaching and learning of primary history, International Journal of Historical Learning, Teaching and Research. 8(2), 39-50.

---. (2009). Pre-service teacher training and special educational needs in England 1970-2008: is government learning the lessons of the past or is it experiencing a groundhog day? European Journal of Special Needs Education, 24(3), 277-289.

---. (2009). Are boys really better than girls at primary history - A critical examination of gender-related attainment differentials within the English educational system. International Journal of Historical Learning, Teaching and Research, 8(2), 50-62.

---. (2009). Education Studies and Employability how do students and graduates define the subject and what do they perceive its vocational relevance to be? Educational Futures. The Journal of the British Education Studies Association, 2(1).

Hodkinson. A., Bartlett, S. and Hankin, L. (2009). Editorial, Educational Futures. The Journal of the British Education Studies Association, 2(1), 1.

Hodkinson, A. and Deverokonda, C. (2011). ‘For pity’s sake: comparative conceptions of inclusion in England and India’. International Review of Qualitative Research, 4(2) 255-260.

---. (2011). Conceptions of Inclusion and Inclusive Education: a Critical Examination of the Perspectives and Practices of Teachers in England. Educational Futures. The Journal of the British Education Studies Association.3(1), 52-65.

---. (2009). Conceptions of Inclusion and Inclusive Education: a Critical Examination of the Perspectives and Practices of Teachers in India. International Journal of Research in Education.82, 85-96.

Hodkinson, A. and Vickerman, P. (2010). ‘The Development of SEN: From Benevolent Humanitarianism to the Halfway House of Integration’ in Weston, C. (2010 (Ed.) UEL Special Educational Needs and Inclusive Reader. London: Sage, pp. 55-72.

Hodkinson, A. and Vickerman, P. (2009). Education Studies Essential Issues: Inclusion and Special Educational Needs. London: Sage.

O'Connor, M., Hodkinson, A., Burton, D. & Torstensson, G. (2011). Pupil voice - listening to and hearing the educational experiences of young people with Behavioural Emotional and Social Difficulties.  Emotional and Behavioural Difficulties, 16(3), 289-302.

Starczewska, A. & Hodkinson, A. & Adams, G. (2012) Special Education in Poland. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.). Hoboken, NJ: John Wiley and Sons.

Starczewska, A. & Hodkinson, A. & Adams, G. (2011). Conceptions of Inclusion and Inclusive Education: a Critical Examination of the Perspectives and Practices of Teachers in Poland. Jorsen.

Stronach, I., Hodkinson, A. (2011).Towards a theory of Santa. Or the ghosts of Christmas present. Anthropology Today. 27(6), 15-20.

Wong. C. & Hodkinson, A.   (2012). Homophobia in primary schools: does it exist? E-Futures Journal of BESA.

 

Claire Penketh

Beaumont, C. & Penketh, C. 'Turnitin said it wasn't happy': Can the regulatory discourse of plagiarism detection operate as a change artefact for writing development? (2012) Innovations in Education and Teaching International.

Collinson, C. & Penketh, C. ‘Idle chatter and alienating blah: rewriting literacy as a site for exclusion’ International Journal of Inclusive Education (2012).

Penketh, C. (2011) ‘Narrative analysis: exploring experiences of observational drawing and dyspraxia’ International Journal of Research and Method in Education 34(2) pp. 161-174.

Penketh, C. (2011) A Clumsy Encounter: Drawing and Dyspraxia. Netherlands: Sense Publishers.

Penketh, C. (2010) ‘Sketchbooks: A Space for Uncertainty.’ TRACEY online journal.

Collinson, C. and Penketh, C. (2010) ‘Sit in the corner and don’t eat the crayons: dyslexic postgraduates and the dominant ‘lexic’ discourse’ Disability and Society Vol. 25 No. 1 pp. 7-19.

Greenbank, P. and Penketh, C. (2009) “Student autonomy and reflections on the undergraduate dissertation.” Journal of Further and Higher Education Vol. 33, No.4, pp. 463 – 472.

Penketh, C. (2008) “Academic writing as an integrative activity: enhancing student-teacher dialogue and a bridge between teaching and research.” in Moore, S (ed) SEDA Special Supporting Academic Writing Among Faculty and Students SEDA.

Goddard, G. and Penketh, C. (2008) “Students in Transition: Foundation Degree to Honours level 6, a narrative journey of development.” Research in Post-Compulsory Education Vol 13, No. 3 pp.315 – 328.

Greenbank, P., Penketh, C., Schofield, M. & Turjansky, T. (2008)The Undergraduate Dissertation: ‘most likely you go your way and I’ll go mine.’ International Journal of Quality and Standards Vol 2, paper 6.

 

Laura Waite

Waite, L. (2009) Hearing and Aural Health in Pawlyn, J. and Carnaby, S. Profound and Multiple Intellectual Disabilities: Nursing Complex Needs. London: Blackwell. 302-349.

Waite, L. (2008) Hearing Impairment and People with Learning Difficulties. Profound and Multiple Learning Disabilities Link. Vol. 20 (5) 43-54.