Action and agency : People with intellectual disability shaping their future
- Authors: Marks, Genee
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Engaging Pedagogies 2006, Adelaide : 26th November, 2006
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- Description: The recognition of the authentic voice(s) of people with intellectual disability has been an emerging trend over the last decade and a half. Less often, however, have these voices been heard in relation to research, and directions for the future. dal Gourmet Café and Catering, which provides training in the hospitality industry for young people with disabilities in Geelong received funding to establish an action research project to develop, implement, monitor and reflect on a variety of strategies and innovations to support transition from this training and development setting into open employment. A committee of critical friends consisting largely of people with disability was established, and consultation carried out with schools, staff in training, and community employers. The committee, once educated in the action research process, designed a training program that was trialed and evaluated in three action research cycles. The program was deemed successful, but with modifications and changes as decided by the committee, and with the addition of a fourth cycle. This paper strongly argues that such inclusive research addresses significant and fundamental debates about inclusion and the rights of people with disability to exert agency and take direct grassroots action for their future.
- Description: E1
- Description: 2003002014
Identity and ownership : Since I came to work at dal I don’t have a disability
- Authors: Marks, Genee
- Date: 2006
- Type: Text , Journal article
- Relation: The International Journal of Diversity in Organisations, Communities and Nations Vol. 6, no. 5 (2006), p. 107-124
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- Description: Corio Bay Innovators, trading as dal Gourmet Cafe and Catering, is an innovative supported training and employment service that operates a gounnet catering service and two retail cafes in Geelong. Currently, dal has around forty staff who receive federal or state disability funding, and about half as many support staff. Rather than being seen as an agency providing supported employment, dal is regarded as a successful and competitive business that is very popular locally, and is in demand in the hospitality sector. Yet dals primary purpose is not the friendly service, great atmosphere, and delicious food, but the creation of a range of innovative employment opportunities in a caring work environment for adults who have been labeled as having disabilities. Most significant, however, is the extremely strong emphasis on inclusion in the local community, in combination with an actively supportive and empowering workplace. Staff at dal have voted that they do not want to be labelled as having disabilities but to have it noted that they have special needs. While the choice of such termninology may not necessarily be in line with current "politically correct" discourse, it is a choice that is respected at dal. It is a description worn with pride in difference and collective identification adopted by Other oppressed communities and acknowledged by Meekosha (2000) and Barton (2003). While exploring dal as a model of best practice in training young people for the hospitality industry, this paper will explore the conflicts raised by contrasts between the voices ofthe staffat dal and the discourses of educators and trainers, in an attempt to develop a sustainable model for the future.
- Description: C1
- Description: 2003002384
Stuttering, disability and the higher education sector in Australia
- Authors: Meredith, Grant , Packman, Ann , Marks, Genee
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Speech-Language Pathology Vol. 14, no. 4 (2012), p. 370-376
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- Description: The aim of this study was to ascertain the extent to which Australian public universities and their associated disability liaison services offer web-based information for current or prospective students who stutter. The disability pages of the websites of all 39 public universities in Australia were visited and the information about disability services assessed according to 12 criteria developed by the authors. Results indicate that there is a dearth of information on Australian university websites available for students or prospective students who stutter. Only 13% of the sites reported any form of alternative teaching and assessment procedures for speech-impaired students and only 51% of 39 disability liaison officers responded when contacted by email. Such a student could not make an informed choice to enrol in a university based upon the information on disability services available on public Australian university websites. © 2012 The Speech Pathology Association of Australia Limited.
Coming out, coming in: How do dominant discourses around aged care facilities take into the account the identity and needs of ageing lesbians
- Authors: Phillips, Joy , Marks, Genee
- Date: 2006
- Type: Text , Journal article
- Relation: Gay & Lesbian Issues and Psychology Review Vol. 2, no. 2 (2006), p. 67-77
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- Description: A review of aged care policies reveals that GLBTI needs and identities are typically not included or mentioned under the category of ‘special need groups’. This may hinder the provision of aged care services as culturally sensitive, safe and inclusive. The dominant discourse of heteronormativity, evident in the field of gerontology, fails to recognise and acknowledge diversity of sexuality and gender identity. This paper reports on a qualitative research project which used a focus group interview with 6 self-identified, out lesbians aged 45 years and over. Nine aged care facilities’ brochures were also analysed to generate data. The project drew on principles of critical discourse analysis, underpinned by poststructuralism and feminist post-structuralism. The research revealed the silencing of non-heterosexual identities through the absence of representation in the brochures and the exclusion of lesbians from the construction of aged care space. It was observed that current aged care facilities’ design, amenities, flexibility of options and choice do not seem to fit with this generation’s lifestyle, activities and interests regardless of sexual-orientation issues. A proposed preferred option suggested by the members of the focus group was a culturally safe space that is accessible to women only. Recommendations are made for social work practitioners, lesbian and feminist activists, policy makers, the aged care industry, and researchers.
- Description: C1
- Description: 2003002385
iPod therefore I can : Enhancing the learning of children with intellectual disabilities through emerging technologies
- Authors: Marks, Genee , Milne, Jay
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at ICICTE 2008: International Conference on Information Communication Technologies in Education, Corfu, Greece : 10th-12th July 2008
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- Description: This paper explores the pedagogical and social potential of emerging technologies, in particular the iPod, in facilitating the learning of young Australians with severe intellectual and social disabilities. The study, which was carried out in a segregated educational setting in Victoria, Australia, sought to establish whether the intrinsic portable, multi-media capabilities of the iPod particularly lent themselves to a practical application for students with severe disabilities. It was concluded that such new technology has considerable power and potential as an emerging pedagogy with students with severe intellectual and physical disabilities.
- Description: 2003006449
Teaching white privilege : an auto-ethnographic approach
- Authors: Wilson, Jacqueline , Chihota, Clement , Marks, Genee
- Date: 2023
- Type: Text , Journal article
- Relation: International Journal of Inclusive Education Vol. 27, no. 14 (2023), p. 1642-1658
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- Description: The teaching of white privilege in Australian tertiary settings is beset by a number of obstacles arising especially from resistance, disbelief and outright obstructionism in white students, and occasionally colleagues. The article summarises the historical and societal context regarding race relations, racism and white hegemony in Australia, then presents the personal accounts of three academics of diverse backgrounds who teach white privilege as components of courses in Social Work and Education. The three accounts make explicit connections between their authors’ personal and ethnic origins and their respective pedagogical and epistemological approaches to teaching the topic, either explicitly, or embedded within other course content or encounters. The article contributes to the growing body of work on effective pedagogy in the area of white privilege, with emphasis on the increasingly urgent need for broad societal understanding of the issue in Australia. © 2021 Informa UK Limited, trading as Taylor & Francis Group.