Krops- og funktionsinkluderende normkritik:Potentialer i det pædagogiske arbejde

Artiklen introducerer til et normkritisk perspektivskifte med fysisk handikap som omdrejningspunkt og til de dertilhørende potentialer i form af nye kritiske perspektiver, diskussioner og værktøjer. Normkritisk pædagogik har de senere år vundet indpas i Danmark, men selvom krops- og funktionsnormer skaber barrierer for børn og unge med handikap i form af stigmatisering, begrænsede deltagelsesmuligheder, eksklusion og diskrimination, er det yderst sjældent, at normkritiske analyser og pædagogikker reelt inkluderer et begreb om handikap. En sådan normkritik formidles i denne artikel på baggrund af hverdagserfaringer fra over 100 børn og unge med handikap og med en række tæt beslægtede teoretiske koncepter fra feministisk teori, disability studies og queer- og cripteori. Klassiske normkritiske begreber om sprog, kategorisering, stereotypificering og privilegieblindhed oversættes, så de kan bidrage med nye og vigtige perspektiver i det pædagogiske arbejde med børn og unge med handikap med det mål at sikre lige anerkendelses- og deltagelsesmuligheder

Drawing a river:Utilizing the Power of Metaphors in Interviews With Children and Young People

In the field of qualitative health research on children, scholars have called for the inclusion of children’s perspectives. Still, health care research on children appears to be characterized by an exclusionary approach that stems from a conception of disability and sickness as equivalent to a lack of agency. This article responds to the call to include children’s perspectives. It presents the Double-view (Dovi)-river interview, which is a drawing- and metaphor-based interview method that enables ambiguous and multi-layered life course narratives. Based on two steps – (1) a life course interview conducted while drawing a river of the child’s life and (2) revisiting and unfolding the child’s stories – the method allows for an arts-based, joint exploration of life experiences. Inspired by childhood studies as well as a poststructuralist epistemology, the article discusses and proposes ways to challenge power relations between the adult interviewer and the child interviewee. It is argued that the method can also challenge the predominant deficit view and the dichotomous understanding of children’s experiences of their life and capabilities that characterize much health care practice and health research, by focusing both on challenges and opportunities. Doing so enables a more nuanced and appreciative approach to children. We draw on empirical examples from a study with children with disabilities. However, we suggest that the method’s potential for enabling articulation of the complex and ambiguous can inspire qualitative research and health care practice more broadly

The inclusive potentials of extraordinary life:Young disabled lives in pandemic times

This chapter elucidates how COVID-19 has affected the everyday lives of children and young people with physical impairments. The chapter challenges one-sided accounts of the pandemic as an inequality-reinforcing event and presents a more ambivalent, surprising, and potentially transformative picture. While a social crisis such as a pandemic is often conceived as a temporary condition demonstrating a sense of loss of balance and control, such a disordered state of being is ‘the normal’ rather than an exception for many disabled children and young people. The analysis reveals how the pandemic has opened new opportunities and ways of participation and inclusion while at the same time not radically altering the everyday lives of disabled children and young people, as social isolation is already a part of their lives as a result of both disablist barriers and impairment effects. The chapter discusses how such insights can form a basis for improving the lived citizenship of disabled children and youth. The analysis is based on empirical contributions from 19 children and young people, including interviews and written texts. Theoretically, the chapter draws on concepts from the literature on lived citizenship and the social-relational model of disability.</p