Leah Burch 2019 CCDS

Disability & Society, 2016

*This is the script that was presented with the conference presentation* Drawing from my professional, academic and personal experiences of working within disability hate crime, I would like to use my time to highlight a small number of key themes, which will hopefully stimulate discussion for the remainder of the seminar and future conversations. The issues I raise are, from my perspective, paramount and need continual review and reflection if we are to strengthen any nation’s strategy to address disability hate crime.

Developing tools to analyse incidents of hate crime committed against intellectual impairment.

Studies in Social Justice, 2021

The article provides an overview of arts-based research (ABR) within social work and general healthcare practice in Canada, and how it can be used to uncover racism within vulnerable populations, particularly youth, women, immigrants and refugees, the lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) community, and Indigenous peoples. This is a general review of the literature. A literature search was conducted using the University of Western Ontario’s Summons database, with coverage from January 2000 to February 2019. Data exploring participant experiences, personal identity, voice, and invisible powers were extracted, and analyzed using a critical race lens to examine the intersection of societal and cultural practice with race and power.Results indicate that ABR can support therapeutic recovery from oppression by enhancing self-expression of feelings and thoughts, and affording participants the agency to reclaim and reframe their personal narrative. ABR can furth...

Studies in Art Education, 2018

Tizard Learning Disability Review, 2016

Purpose – The purpose of this paper is to summarise key findings and recommendations from the “Living in Fear” research project focusing on the experiences of people with learning disabilities and autism related to disability hate crime and the experience of the police in dealing with such incidents. Design/methodology/approach – Methods included: first, a postal survey with 255 people with learning disabilities or autism (or their carers for people with more severe disabilities), of whom 24 also took part in semi-structured interviews; and second, an electronic survey of the knowledge and experience of 459 police officers or support staff. Findings – Just under half of participants had experienced some form of victimisation. The Police reported problems with the definition of disability hate crime and challenges to responding effectively. Social implications – A case study from the research highlights some of the key findings and is linked to implications for people with learning d...

Arts and disability. In Oxford Research Encyclopedia of Education. Oxford University Press. doi: https://doi.org/10.1093/acrefore/9780190264093.013.37, 2021

Summary Art is a significant source of expression for people with a disability and it also represents them in important ways. The work of artists with a disability can augment viewer’s feelings about them, or, to put this another way, the work of artists with a disability can create social change. Not all of the artwork made by artists with a disability is “about” disability, and this separation between being an artist with a disability who makes art, and making artwork examining disability, is often a crucial distinction to make for those involved in the development of disability arts as a social movement. In light of this distinction, art of all kinds can provide us with powerful knowledge about disability, while also facilitating an important professional career trajectory. When art is made by an artist with a disability, and is about disability-related issues, the work created is usually called disability arts. When the work is made by someone with a disability but is not about disability, it may not necessarily be considered disability arts. This collection of work that is less concerned with identity politics is important, and is also worthy of independent consideration.

2018

This research explores the nature and impact of disability hate crime from the perspective of disabled people, victims and key informants from criminal justice and other agencies. The evidence base included two focus groups with disabled people, an online anonymous questionnaire with 83 disabled participants, narrative interviews with 12 victims of disability hate crimes and semi-structured interviews with 15 key informants. It draws on all forms of disability, impairment and conditions and contributes to the current research deficit in the field of disability hate crime. All of the participants spoke of a prevalence of targeted violence and harassment against disabled people that is cumulative and repetitive in nature. Victims reported a variety of abuse and hostility, from name-calling and verbal abuse to physical and sexual violence, harassment and damage to property. A significant minority reported experiencing a withdrawal of support or assistance from carers or family members,...

The Palgrave Handbook of Ethics in Critical Research

This Book Chapter is brought to you for free and open access by the Faculty Scholarship at Osgoode Digital Commons. It has been accepted for inclusion in Articles & Book Chapters by an authorized administrator of Osgoode Digital Commons.

Journal of curriculum theorizing, 2019

This research investigates how arts based research methods contribute to the development of a positive disability identity through the act of uncovering. Through the theoretical framework of critical disability studies, the experience of having invisible disabilities in a normative society is explored via narrative and visual methods of inquiry including reflexive journaling, drawing, watercolor and sculpture. The heuristic process of arts based reflexivity is then used as a means to create a comprehensive portrait of the disability experience. This study concludes with research implications that address the ways in which teachers can integrate critical disability studies into the art classroom as well as significant considerations for when art educators introduce this type of critically reflective work into their teaching practices.