Paraplegic women’s emancipation along their vocational pathways: the potential contributions of Freirean, structural and post-structural feminist pedagogies
We have recently completed doctoral research on the reconstruction of paraplegic men’s and women’s vocational trajectories in French-speaking Switzerland. Based on three female informants’ life narratives, we analyse issues of gendered vocational guidance, pathways and identities in paraplegic people’s life courses. We shape some emancipating experience models and discourses about action, which empower the female informants on their vocational pathways. Our objective is here to point to the potential support that an emancipatory, feminist pedagogical approach could offer paraplegic women in the further development of personal models, and discourses of self in the conduct of their educational and vocational life.
Arenas Conejo, M. (2011). Disabled women and transnational feminisms: Shifting boundaries and frontiers. Disability & Society, 26(5), 597-609. https://doi.org/10.1080/09687599.2011.589193 DOI: https://doi.org/10.1080/09687599.2011.589193
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman & Co Limited.
Barrett, M. J. (2005). Making (some) sense of feminist poststructuralism in environmental education research and practice. Canadian Journal of Environmental Education, 10, 79-93. http://files.eric.ed.gov/fulltext/EJ881776.pdf
BFEH, Bureau fédéral de l’égalité pour les personnes handicapées ?FOEPD, Federal Office for the Equality of Persons with Disabilities?. (2013). L’égalité des personnes handicapées : Femmes (dossier thématique) ?Equality for People with Disabilities: Women (Thematic Dossier)?. BFEH ?FOEPD?. https://www.humanrights.ch/cms/upload/pdf/140122_fem_handicap.pdf
Cappuyns, K. (2007). Women behind the scenes in family businesses. Electronic Journal of Family Business Studies, 1(1), 38-61. www.jyu.fi/econ/ejfbs
Centre d’information AVS/AI [Information Centre Old-Age and Survivor’s Insurance OASI/Disability Insurance DI] . (2018). Mesures de réadaptation d’ordre professionnel de l’AI. https://www.ahv-iv.ch/p/4.09.f
Connell, R. W. (2005). Masculinities (2nd ed.). Polity.
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299. https://www.jstor.org/stable/1229039 DOI: https://doi.org/10.2307/1229039
De Coninck, F., & Godard, F. (1990). L’approche biographique à l’épreuve de l’interprétation: les formes temporelles de la causalité. Revue française de sociologie, 31(1), 23-53. DOI: https://doi.org/10.2307/3321487
Freire, P. (1996). Pedagogy of the oppressed. Penguin. DOI: https://doi.org/10.1007/978-1-349-25349-4_25
Garland-Thomson, R. (2011). Misfits: A feminist materialist disability concept. Hypatia, A Journal of Feminist Philosophy, 26(3), 591-609. https://doi.org/10.1111/j.1527-2001.2011.01206.x DOI: https://doi.org/10.1111/j.1527-2001.2011.01206.x
Goodley, D. (2014). Dis/ability studies: Theorising disablism and ableism. Routledge. DOI: https://doi.org/10.4324/9780203366974
Hall, K. Q. (Ed.). (2011). Feminist disability studies. Indiana University Press.
Hayes, E. (2002). Voice. In E. Hayes, & D. D. Flannery (Eds.), Women as learners: The significance of gender in adult learning (pp. 79-109). Jossey-Bass.
hooks, b. (1994). Teaching to transgress: education as the practice of freedom. Routledge. DOI: https://doi.org/10.3366/para.19184.108.40.2060
Kafer, A. (2013). Feminist, queer, crip. Indiana University Press.
Kray, L. J., & Kennedy, J. A. (2017). Changing the narrative: Women as negotiators – and leaders. California Management Review, 60(1), 70-87. https://doi.org/10.1177/0008125617727744 DOI: https://doi.org/10.1177/0008125617727744
Manicom, A. (1992). Feminist pedagogy: Transformations, standpoints, and politics. Canadian Journal of Education, 17(3), 365-389. DOI: 10.2307/1495301. DOI: https://doi.org/10.2307/1495301
Maruani, M. (2017). Travail et emploi des femmes (5th ed.). La Découverte. DOI: https://doi.org/10.3917/dec.marua.2017.01
Najarian Souza, C. (2010). Deaf women’s work experiences: Negotiating gender, ability, and theories of resistance. In S. N. Barnartt (Ed.), Disability as a fluid state (Research in social science and disability, Vol. 5) (pp. 231-252). Emerald Group Publishing Limited. DOI: https://doi.org/10.1108/S1479-3547(2010)0000005012
Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. State University of New York Press.
Pont, E. (2018). La reconstruction du parcours éducatif et professionnel des personnes paraplégiques à l’aune du handicap et du genre : des modèles de biographisation comme moyens d’empowerment ?The Reconstruction of Paraplegic People’s Educational and Professional Pathways in the Light of Disability and Gender: Building Models of Biographisation as Means of Empowerment?. PhD thesis in the Sciences of Education, University of Geneva. https://archive-ouverte.unige.ch/unige:104652
Probst, I., Tabin, J.-P., Piecek-Riondel, M., & Perrin, C. (2016). L’invalidité : une position dominée. Revue française des affaires sociales (dossier thématique “Handicap, âge, dépendance: quelles populations ?”). www.cairn.info/revue-francaise-des-affaires-sociales-2016-4.htm DOI: https://doi.org/10.3917/rfas.164.0089
Shildrick, M. (2009). Dangerous discourses of disability, subjectivity and sexuality. Palgrave Macmillan. DOI: https://doi.org/10.1057/9780230244641
Sumskiene, E., Jankauskaite, M., & Ugné, G. (2016). Intersection between a social gender and disability: A self-concept of women with disabilities in the post-feminist context. Considering Disability, 1(3&4), 1-34. https://www.researchgate.net/publication/337705256_Intersection_between_a_Social_Gender_and_Disability_A_Self-concept_of_Women_with_Disabilities_in_the_Post-feminist_Context
The portal of the Swiss government. (2019). Loi fédérale sur l’assurance-invalidité. https://www.admin.ch
Tisdell, E. J. (1998). Poststructural feminist pedagogies: The possibilities and limitations of feminist emancipatory adult learning theory and practice. Adult Education Quarterly, 48(3), 139-156. https://www.researchgate.net/publication/240703329_Poststructural_Feminist_Pedagogies_The_Possibilities_and_Limitations_of_Feminist_Emancipatory_Adult_Learning_Theory_and_Practice DOI: https://doi.org/10.1177/074171369804800302
Van Dijk, T. A. (2010). Discourse and context: A sociocognitive approach. Cambridge University Press.
Wendell, S. (1996). The rejected body: Feminist philosophical reflections on disability. Routledge.
How to Cite
Copyright (c) 2022 Elena Pont, Isabelle Collet
This work is licensed under a Creative Commons Attribution 4.0 International License.
As RELA is an open access journal, this means that anyone who can access the Internet can freely download and read the journal. There are no commercial interests for Linköping University Electronic Press or the European Society for Research on the Education of Adults (ESREA) in publishing the journal. There are no charges for publishing authors.
The core idea of open access is that copyright remains with the author(s). However, we publish with the agreement of the author that if she or he decides later to publish the article elsewhere, that the publisher will be notified, prior to any acceptance, that the article has already been published by RELA.
When publishing with RELA, it is with the agreement of the author that if they make their article available elsewhere on the internet (for example, on their own website or an institutional website), that they will do so by making a link to the article as published in RELA using the Digital Object Identifier (DOI) number of the article and acknowledge in the text of the site that the article has been previously published in RELA.
Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung
Grant numbers request n°100019_153005