Crowley talks about a widespread perception of work with disability as ‘unskilled’; ‘this is skilled work that should go beyond compassion and empathy”
She refers to the inadequacy of language to capture experience of disability
The term ‘adjustment,’ for example, shifts onus onto the disabled person.
Crowley says that within the context of bureaucratic institutions, she does not have the power to reshape educational spaces so they are more inclusive.
She describes conversations with disabled students in which she acts as a ‘supportive mirror- qualifying that these interactions are a basic level of support.
Working in a similar context, with limited time for my tutees; my interactions with my students about their mental health have taken this shape. Unfortunately, I am only able to provide this basic level of support as I lack the training and resources to do anything beyond this. However, having read about Crowley’s work, I understand that there can be a value in ‘acting as a witness.’ I recall one student, who is not disabled but suffers from poor mental health who came to me in tears. She told me she felt alienated on the course as she was from a working-class background and the majority of her course mates were relatively affluent. I had noticed she had been falling behind and the tutorial was intended to prepare her for imminent assessment. When I asked if she was ok, she burst into tears but, when I sat back and let her talk, she left the room looking relieved. For her, the act of speaking as a way of unburdening. Due to reduced contact hours, these open interactions with students are rare, but I intend to open up as much space as possible for students to talk and for me to bear witness.
One response to “What does it mean to be a disabled ‘disability practitioner’? by Annabel Crowley, SOAS/UAL UK”
Hi Katherine 🙂
It is interesting to hear about your tutorial with a student that ended up being an emotional, very supportive and open space for them to talk about their experiences that were effecting their progress on the course. Within the workshop space we also have had occasions were students have come to us for support in ways that aren’t technical, whether it’s related to course deadlines or personal life that are causing stress, anxiety and poor mental health. In both situations we can act as a positive physical point of contact for students to speak to people and have active listeners in the university environment. I know that I would feel like my problems are small in such a large university like this. How can we work with student support services to make sure that students that are struggling or suffering with poor mental health can continue to get the support they need and how can we continue to act as a strong safe space for students to open up whilst still fulfilling our academic or technical roles.