Disability Reading Group

The Disability Studies Reading Group is a place for anyone interested in Disability Studies to come together and discuss disability related articles in a safe and supportive environment. Although we are mainly a group of academics – undergraduates to established academics, we welcome anyone who wishes to learn more and discuss research in the field. Run by Steph Swain (srhannam@my.shu.ac.uk) each session I ask someone to suggest an article and to lead the session, picking out key themes or debates and discussing them critically within the group. Please get in touch for further information. In case you would like to submit an article for discussion in a future session, please consider the accessibility page.


The next Disability Reading Group session will take place on the 11th of December at 1-2pm in Arundel 10212B.

We will discuss the following article:

Justine Mercer (2007) The challenges of insider research in educational institutions: wielding a double‐edged sword and resolving delicate dilemmas, Oxford Review of Education, 33:1, 1-17, DOI: 10.1080/03054980601094651

Previous articles discussed during our Disability Reading Group sessions:

Liddiard, K. (2013) Reflections on the process of researching disabled people’s sexual lives. Sociological Research Online. 18(3)

Hehir, Thomas. “Eliminating ableism in education”. Harvard Educational Review; Spring 2002; 72, 1; ProQuest Education Journals.

Runswick-Cole, K. (2011). Time to end the bias towards inclusive education? British Journal of Special Education. 38(3). 112-119.

Macleod, Andrea; Lewis, Ann; Robertson, Christopher. “”Why Should I Be like Bloody Rain Man?!” Navigating the Autistic Identity”. British Journal of Special Education, 2013, Vol.40(1), p.41-49.

Mills, China. (2014) “Psychotropic Childhoods: Global Mental Health and Pharmaceutical Children”, in: Children and Society, vol. 28: 194-204.

Weiss, G. 2015. The normal, the natural, and the normative: A Merleau-Pontian legacy to feminist theory, critical race theory, and disability studies. Continental Philosophy Review 48(1), doi:10.1007/s11007-014-9316-y, pp.77-93.