There has been a blogging hiatus here at Lewthwaite Industries, but perhaps with the best reasons. In May I submitted my corrections and in June I joined the pass list, submitting hardbound copies of my thesis in June (with thanks to the excellent Print Quarter in West Bridgford). In July I will be graduating and receiving my PhD. Whilst this has been taking place I’ve been working with Nottingham’s Human Factors Research Group, contributing to the MyUI project, a European project dedicated to developing adaptive interfaces for older users. I’ve also been developing publications from my thesis along with further research options on disability and social networks – but more on both of these developments later. Perhaps most importantly, it’s time to introduce my thesis: “Disability 2.0: Student dis/Connections: a study of student experiences of disability and social networks on campus in higher education”. Here’s the abstract, a slightly expanded version is included on my ‘research’ pages above:
For many young people, social networks are an essential part of their student experience. Using a Foucauldian perspective, this qualitative study explores the networked experiences of disabled students to examine how dis/ability difference is ascribed and negotiated within social networks. Data comprises 34 internet-enabled interviews with 18 participants from three English universities. Accessible field methods recognise participant preferences and circumstances. Data is analysed using discourse analysis, with an attention to context framed by activity theory. Disabled students’ networked experiences are found to be complex and diverse. For a proportion, the network shifts the boundaries of disability, creating non-disabled subjectivities. For these students, the network represents the opportunity to mobilise new ways of being, building social capital and mitigating impairment.
Other participants experience the network as punitive and disabling. Disability is socio-technically ascribed by the social networking site and the networked public. Each inducts norms that constitute disability as a visible, deviant and deficit identity. In the highly normative conditions of the network, where every action is open to scrutiny, impairment is subjected to an unequal gaze that produces disabled subjectivities. For some students with unseen impairments, a social experience of disability is inducted for the first time. As a result, students deploy diverse strategies to retain control and resist deviant status. Self-surveillance, self-discipline and self-advocacy are evoked, each involving numerous social, cognitive and technological tactics for self-determination, including disconnection. I conclude that networks function both as Technologies of the Self and as Technologies of Power. For some disabled students, the network supports ‘normal’ status. For others, it must be resisted as a form of social domination.
Importantly, in each instance, the network propels students towards disciplinary techniques that mask diversity, rendering disability and the possibility of disability invisible. Consequently, disability is both produced and suppressed by the network.
I have a huge list of people to thank for insight and support over the course of my doctoral study – I also have a substantial bibliography (although I’m sure this can only get larger). Danah Boyd already maintains a substantial bibliography of social networking research, and there are significant accessibility reading lists freely available through several institutions – however, I will be developing a ‘disability’ and ‘network’ specific library here at 32 Days over the coming weeks, as this is a literature I’ve received a lot of requests about and I’m sure it will serve other researchers developing the field. I’m currently looking into the best ways to share my work whilst observing copyright obligations for the publications I have in train. Once again, more on that later.