My 2011 PhD thesis “Disability 2.0: Student dis/Connections. A study of student experiences of disability and social networks on campus in Higher Education”  is now publicly available via the University of Nottingham’s eTheses repository. The thesis document is an accessible PDF, weighing in at 7.5MB. The fully bibliographic reference is:

• Lewthwaite, Sarah (2011) Disability 2.0: student dis/connections. A study of student experiences of disability and social networks on campus in higher education. PhD thesis, University of Nottingham. http://etheses.nottingham.ac.uk/2406/

This is the thesis abstract in full:

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.

The research was funded by the UK’s Economic and Social Research Council (ESRC) and completed at the Learning Sciences Research Institute at the University of Nottingham. I am continuing to work in this area, so, as ever, comments are welcome, or get in touch directly. I look forward to hearing from you!