1 00:00:00,412 --> 00:00:02,912 (light music) 2 00:00:13,080 --> 00:00:13,920 - Good evening, everyone, 3 00:00:13,920 --> 00:00:16,110 and thank you so much for joining us. 4 00:00:16,110 --> 00:00:17,850 My name is Vanessa Ruget, 5 00:00:17,850 --> 00:00:20,610 I am a professor in the politics department 6 00:00:20,610 --> 00:00:22,410 at Salem State University 7 00:00:22,410 --> 00:00:25,530 and I am also the faculty fellow for research. 8 00:00:25,530 --> 00:00:27,960 And it is my pleasure to introduce 9 00:00:27,960 --> 00:00:29,880 and moderate today's webinar 10 00:00:29,880 --> 00:00:32,910 on Implementing Disability Justice 11 00:00:32,910 --> 00:00:36,510 Using Intersectional and Anti-oppressive Approaches 12 00:00:36,510 --> 00:00:38,730 for Helping Professionals. 13 00:00:38,730 --> 00:00:41,580 This panel is the third and the last one 14 00:00:41,580 --> 00:00:44,490 in our series on disability justice. 15 00:00:44,490 --> 00:00:45,840 It was a series organized 16 00:00:45,840 --> 00:00:49,020 by the Center for Research and Creative Activities 17 00:00:49,020 --> 00:00:51,180 as well as the Berry Library. 18 00:00:51,180 --> 00:00:52,230 And we are so excited 19 00:00:52,230 --> 00:00:55,470 that so many of you are able to join us tonight. 20 00:00:55,470 --> 00:00:57,990 Please know that this webinar is recorded 21 00:00:57,990 --> 00:01:00,960 and you will be able to watch this webinar 22 00:01:00,960 --> 00:01:02,580 and the previous two webinars 23 00:01:02,580 --> 00:01:06,903 by visiting the Library Digital Repository. 24 00:01:07,950 --> 00:01:12,480 We invite you to ask your questions in the Q&A box. 25 00:01:12,480 --> 00:01:14,670 And because of the time constraint, 26 00:01:14,670 --> 00:01:17,640 we will try to end at around 7:00 PM. 27 00:01:17,640 --> 00:01:19,110 I apologize in advances 28 00:01:19,110 --> 00:01:21,240 if I am unable to get to your question, 29 00:01:21,240 --> 00:01:24,330 but we'll do our best to get to most of them. 30 00:01:24,330 --> 00:01:26,610 And finally, close captioning is available 31 00:01:26,610 --> 00:01:29,370 by clicking on the live transcript button 32 00:01:29,370 --> 00:01:31,233 at the bottom of your screen. 33 00:01:32,070 --> 00:01:35,250 So we have two fantastic speakers tonight, 34 00:01:35,250 --> 00:01:37,050 and I will briefly introduce them 35 00:01:37,050 --> 00:01:40,020 and pass over the microphone to them. 36 00:01:40,020 --> 00:01:44,400 So Dr. Lisa Johnson is an associate professor of social work 37 00:01:44,400 --> 00:01:46,740 here at Salem State University. 38 00:01:46,740 --> 00:01:47,850 Lisa has practiced 39 00:01:47,850 --> 00:01:50,820 in both the child welfare and healthcare fields 40 00:01:50,820 --> 00:01:52,110 and worked with systems 41 00:01:52,110 --> 00:01:56,160 for nonprofit development and community organizing. 42 00:01:56,160 --> 00:02:00,000 Her interests and area of personal and professional inquiry 43 00:02:00,000 --> 00:02:02,010 include child welfare, 44 00:02:02,010 --> 00:02:05,010 disability, equity and social justice, 45 00:02:05,010 --> 00:02:06,870 social work education, 46 00:02:06,870 --> 00:02:09,447 workforce development and leadership 47 00:02:09,447 --> 00:02:13,260 and social work and a natural environment. 48 00:02:13,260 --> 00:02:15,240 Rose Singh is a PhD candidate 49 00:02:15,240 --> 00:02:18,000 at Memorial University of Newfoundland and Labrador 50 00:02:18,000 --> 00:02:21,390 and a sessional lecturer at Dalhousie University. 51 00:02:21,390 --> 00:02:23,760 Rose is also a practicing social worker 52 00:02:23,760 --> 00:02:26,460 and she brings over two decades of experience 53 00:02:26,460 --> 00:02:28,860 working in the social service sector 54 00:02:28,860 --> 00:02:30,600 with a focus on supporting youth 55 00:02:30,600 --> 00:02:33,180 and adults living with disabilities, 56 00:02:33,180 --> 00:02:36,300 mental health concerns and substance use. 57 00:02:36,300 --> 00:02:39,420 Rose teaches courses on direct practice theory, 58 00:02:39,420 --> 00:02:40,380 social justice, 59 00:02:40,380 --> 00:02:44,250 and critical approaches to social work practice and policy 60 00:02:44,250 --> 00:02:49,050 in the areas of disability, mental health and addictions. 61 00:02:49,050 --> 00:02:50,700 Rose's research and scholarship 62 00:02:50,700 --> 00:02:54,870 interests center on critical social work, 63 00:02:54,870 --> 00:02:57,120 education, social justice, 64 00:02:57,120 --> 00:02:59,610 disability justice, mental health, 65 00:02:59,610 --> 00:03:02,730 online learning and teaching and emerging technologies. 66 00:03:02,730 --> 00:03:06,630 Thank you so much to both of you for being here tonight. 67 00:03:06,630 --> 00:03:08,970 And I will pass on the floor. 68 00:03:08,970 --> 00:03:12,060 - Thank you, Vanessa. And good evening, everyone. 69 00:03:12,060 --> 00:03:16,710 I am Lisa Johnson, and it is a pleasure to be with you 70 00:03:16,710 --> 00:03:18,951 and be presenting to you tonight. 71 00:03:18,951 --> 00:03:23,010 In way of a physical description of myself. 72 00:03:23,010 --> 00:03:25,590 I am a Black woman with deep brown skin, 73 00:03:25,590 --> 00:03:28,260 I am wearing eyeglasses this evening 74 00:03:28,260 --> 00:03:31,470 and a light pink turtleneck sweater. 75 00:03:31,470 --> 00:03:33,780 I have my hair pulled back in a bun 76 00:03:33,780 --> 00:03:37,893 and I am wearing white earbuds, and I use she/her pronouns. 77 00:03:40,710 --> 00:03:44,280 - I'm Rose Singh, and I'm honored to be here as well. 78 00:03:44,280 --> 00:03:48,210 A physical description of myself for those joining. 79 00:03:48,210 --> 00:03:51,240 I've got brown hair, white skin, wearing glasses, 80 00:03:51,240 --> 00:03:55,503 and a purple sweater and also use she/her pronouns. 81 00:03:58,080 --> 00:04:00,660 - So tonight we're going to be speaking with you 82 00:04:00,660 --> 00:04:02,730 about implementing disability justice 83 00:04:02,730 --> 00:04:06,330 and using intersectional and anti-oppressive approaches 84 00:04:06,330 --> 00:04:08,310 for helping professionals. 85 00:04:08,310 --> 00:04:10,980 In terms of our presentation this evening, 86 00:04:10,980 --> 00:04:14,310 we will be touching on a very brief introduction 87 00:04:14,310 --> 00:04:16,950 to disability and disability justice. 88 00:04:16,950 --> 00:04:19,380 We will also talk about several theoretical 89 00:04:19,380 --> 00:04:21,420 and practice frameworks, 90 00:04:21,420 --> 00:04:25,020 and employ a case example 91 00:04:25,020 --> 00:04:28,110 as a way to apply disability justice principles 92 00:04:28,110 --> 00:04:30,600 and the practice frameworks to practice. 93 00:04:30,600 --> 00:04:34,383 And we hope to leave a few moments at the end for questions. 94 00:04:38,880 --> 00:04:42,033 - I'll begin by giving an overview of disability. 95 00:04:43,620 --> 00:04:45,970 Prevalence in the United States 96 00:04:47,130 --> 00:04:52,130 is 27% of the US adult population, whereas in Canada, 97 00:04:52,530 --> 00:04:57,530 22% of Canadians aged 15 and older live with disabilities. 98 00:04:58,830 --> 00:05:01,200 We also wanna make a note about language. 99 00:05:01,200 --> 00:05:02,910 There's identity-first language, 100 00:05:02,910 --> 00:05:07,910 which includes using the term disabled person 101 00:05:08,460 --> 00:05:10,440 or person-first language. 102 00:05:10,440 --> 00:05:13,950 An example of this is person with a disability. 103 00:05:13,950 --> 00:05:15,450 With language, 104 00:05:15,450 --> 00:05:17,340 it's really important to follow the lead 105 00:05:17,340 --> 00:05:18,930 of the disabled person. 106 00:05:18,930 --> 00:05:21,750 Note the language and terms they are using 107 00:05:21,750 --> 00:05:25,350 and respectfully ask if you're unsure or unclear. 108 00:05:25,350 --> 00:05:27,570 And in this presentation and generally in our work, 109 00:05:27,570 --> 00:05:30,630 we tend to use identity-first language, 110 00:05:30,630 --> 00:05:32,043 such as disabled person. 111 00:05:36,390 --> 00:05:39,423 We'd also like to highlight the models of disability. 112 00:05:40,320 --> 00:05:42,510 Models of disability offer explanations 113 00:05:42,510 --> 00:05:46,290 on the individual experiences and sociopolitical context 114 00:05:46,290 --> 00:05:49,410 of disabled people in disability communities. 115 00:05:49,410 --> 00:05:51,450 The most common and influential 116 00:05:51,450 --> 00:05:54,900 are the medical and social models of disability. 117 00:05:54,900 --> 00:05:56,700 The medical model views disability 118 00:05:56,700 --> 00:05:59,040 as an individual problem and deficit 119 00:05:59,040 --> 00:06:00,360 and is rooted in the notion 120 00:06:00,360 --> 00:06:02,940 that there is an ideal or normal body in mind 121 00:06:02,940 --> 00:06:05,163 that is welcome and preferred in society. 122 00:06:07,110 --> 00:06:11,490 Disabled activists and theorists such as Mike Oliver, 123 00:06:11,490 --> 00:06:13,770 named and developed a social model of disability 124 00:06:13,770 --> 00:06:15,993 in resistance to the medical model. 125 00:06:17,100 --> 00:06:18,990 And within the social model of disability, 126 00:06:18,990 --> 00:06:19,890 as Cameron writes, 127 00:06:19,890 --> 00:06:21,990 impairment is a condition or attribute, 128 00:06:21,990 --> 00:06:24,690 whereas disability is how society responded to 129 00:06:24,690 --> 00:06:27,933 or failed to respond to the needs of people with impairment. 130 00:06:28,830 --> 00:06:29,663 And on this slide, 131 00:06:29,663 --> 00:06:32,665 there's an image of a person who is a wheelchair user 132 00:06:32,665 --> 00:06:35,190 who's at the bottom of a set of stairs 133 00:06:35,190 --> 00:06:36,720 and there is a sign on the stairs 134 00:06:36,720 --> 00:06:40,530 that states "Way in. Everyone welcome." 135 00:06:40,530 --> 00:06:42,780 On the left side of the image is a word bubble 136 00:06:42,780 --> 00:06:45,840 with the statement stating "Her impairment is the problem, 137 00:06:45,840 --> 00:06:48,630 they should cure her or give her prosthetics." 138 00:06:48,630 --> 00:06:50,250 And on the right side of the image 139 00:06:50,250 --> 00:06:52,237 there is a word bubble with the statement 140 00:06:52,237 --> 00:06:55,590 "The stairs are the problem, they should build a ramp." 141 00:06:55,590 --> 00:06:59,003 And this image is attributed to the cripping social work, 142 00:06:59,003 --> 00:07:03,510 a hashtag, as adapted from Bluestocking Magazine. 143 00:07:03,510 --> 00:07:06,180 And the medical model understanding of their experiences 144 00:07:06,180 --> 00:07:08,160 states that they are the problem, 145 00:07:08,160 --> 00:07:11,820 and the person should be rehabilitated or cured or treated. 146 00:07:11,820 --> 00:07:13,920 Whereas, the social model highlights 147 00:07:13,920 --> 00:07:16,020 the barriers the person experiences 148 00:07:16,020 --> 00:07:17,580 and that a ramp should be built 149 00:07:17,580 --> 00:07:21,120 rather than leaving the environment inaccessible 150 00:07:21,120 --> 00:07:22,293 for disabled people. 151 00:07:23,790 --> 00:07:25,590 The impacts of living with an impairment 152 00:07:25,590 --> 00:07:28,200 are acknowledged in the social model, 153 00:07:28,200 --> 00:07:31,590 while highlighting the many systemic and structural factors 154 00:07:31,590 --> 00:07:34,320 that disregard and exclude disabled people 155 00:07:34,320 --> 00:07:36,750 in disability communities. 156 00:07:36,750 --> 00:07:38,460 And Mike Oliver himself 157 00:07:38,460 --> 00:07:41,010 noted that the social model of disability 158 00:07:41,010 --> 00:07:43,710 was not intended to be the only theorizing 159 00:07:43,710 --> 00:07:45,420 or model of disability, 160 00:07:45,420 --> 00:07:48,450 and encouraged an evolution of the social model 161 00:07:48,450 --> 00:07:51,813 as well as building new models and theorizing of disability. 162 00:07:55,590 --> 00:08:00,270 We'd also like to highlight other aspects of disability 163 00:08:00,270 --> 00:08:02,460 that are really important to situate disability 164 00:08:02,460 --> 00:08:04,893 within this conversation in the community. 165 00:08:06,360 --> 00:08:08,853 Throughout history and in modern day, 166 00:08:09,780 --> 00:08:11,700 disabled people and disability communities 167 00:08:11,700 --> 00:08:15,360 have experienced oppression and marginalization. 168 00:08:15,360 --> 00:08:16,530 And the specific term 169 00:08:16,530 --> 00:08:19,440 used to describe this oppression and marginalization 170 00:08:19,440 --> 00:08:21,900 towards disabled people and disability communities 171 00:08:21,900 --> 00:08:23,610 is ableism. 172 00:08:23,610 --> 00:08:24,960 Disability identity 173 00:08:24,960 --> 00:08:27,750 encompasses how a disabled person views themselves, 174 00:08:27,750 --> 00:08:30,630 their self-identification as a disabled person, 175 00:08:30,630 --> 00:08:32,187 their connections to disability culture 176 00:08:32,187 --> 00:08:34,200 and disability communities, 177 00:08:34,200 --> 00:08:35,280 their ways of interacting 178 00:08:35,280 --> 00:08:37,950 within navigating the ableist context 179 00:08:37,950 --> 00:08:39,423 and society around them. 180 00:08:40,890 --> 00:08:43,470 Through the use of the term disability communities, 181 00:08:43,470 --> 00:08:45,330 there is acknowledgement of the diversity 182 00:08:45,330 --> 00:08:49,830 among disabled people and disability communities locally, 183 00:08:49,830 --> 00:08:51,363 nationally, and globally. 184 00:08:53,220 --> 00:08:56,220 It's also a distinct recognition of disability history 185 00:08:56,220 --> 00:08:59,010 and the resistance through disability movements 186 00:08:59,010 --> 00:09:02,460 is also an important part of disability identity 187 00:09:02,460 --> 00:09:03,993 and disability culture. 188 00:09:05,100 --> 00:09:06,750 Disability resistance and movements 189 00:09:06,750 --> 00:09:07,663 are a result of the past, 190 00:09:07,663 --> 00:09:10,140 a present day treatment of disabled people, 191 00:09:10,140 --> 00:09:12,090 which is included institutionalization, 192 00:09:12,090 --> 00:09:15,693 eugenics, incarceration, and broad exclusion from society. 193 00:09:17,070 --> 00:09:19,470 There was this disability civil rights movement 194 00:09:19,470 --> 00:09:21,330 in the 1960s onwards, 195 00:09:21,330 --> 00:09:25,740 which also led to the 1990 Americans with Disability Act, 196 00:09:25,740 --> 00:09:29,970 or ADA, which protects disabled people from discrimination. 197 00:09:29,970 --> 00:09:32,250 There's also the independent living movement 198 00:09:32,250 --> 00:09:34,590 that led to de-institutionalization 199 00:09:34,590 --> 00:09:36,423 and more community inclusion. 200 00:09:37,920 --> 00:09:41,640 The disability justice movement began in 2005 201 00:09:41,640 --> 00:09:43,860 and was led by a group of disabled, queer, 202 00:09:43,860 --> 00:09:47,310 and racialized activists who included Patty Berne, 203 00:09:47,310 --> 00:09:50,446 Mia Minguez, Leroy Moore, Stacey Milbern, 204 00:09:50,446 --> 00:09:53,073 Eli Clare and Sebastian Margaret. 205 00:09:54,900 --> 00:09:57,030 And together they formed a framework in principles 206 00:09:57,030 --> 00:09:59,403 to guide their collective advocacy. 207 00:10:03,360 --> 00:10:05,947 From the Sins Invalid 2019 book 208 00:10:05,947 --> 00:10:07,380 "Skin, Tooth, and Bone: 209 00:10:07,380 --> 00:10:09,690 The Basis of Movement is Our People." 210 00:10:09,690 --> 00:10:14,340 On page 11, they describe their disability framework 211 00:10:14,340 --> 00:10:18,660 as understanding all bodies are unique and essential, 212 00:10:18,660 --> 00:10:21,510 all bodies have strengths and needs that must be met, 213 00:10:21,510 --> 00:10:24,660 we are powerful not despite the complexities of our bodies 214 00:10:24,660 --> 00:10:26,310 but because of them, 215 00:10:26,310 --> 00:10:30,090 and all bodies are combined by ability, race, gender, 216 00:10:30,090 --> 00:10:33,300 sexuality class, nation state, religion and more, 217 00:10:33,300 --> 00:10:34,833 and we cannot separate them. 218 00:10:37,920 --> 00:10:41,130 And there's 10 disability justice principles 219 00:10:41,130 --> 00:10:43,950 that were created by these disabled activists 220 00:10:43,950 --> 00:10:45,903 who formed Sins Invalid, 221 00:10:46,860 --> 00:10:49,773 and these include intersectionality. 222 00:10:51,180 --> 00:10:55,620 Quoting Audre Lorde, "We do not live single issue lives." 223 00:10:55,620 --> 00:10:57,630 Ableism is coupled with white supremacy, 224 00:10:57,630 --> 00:10:58,950 supported by capitalism 225 00:10:58,950 --> 00:11:02,610 and underscored by heteropatriarchy 226 00:11:02,610 --> 00:11:06,183 and has rendered the vast majority of the world invalid. 227 00:11:07,020 --> 00:11:09,690 There's also the principle of the leadership 228 00:11:09,690 --> 00:11:11,850 of the most impacted. 229 00:11:11,850 --> 00:11:12,997 And to quote Morales, 230 00:11:12,997 --> 00:11:16,467 "We are led by those who know most of these systems." 231 00:11:19,320 --> 00:11:21,693 And there's anti-capitalist politics. 232 00:11:23,910 --> 00:11:26,430 And in an economy that sees land in humans 233 00:11:26,430 --> 00:11:28,323 as components of profits, 234 00:11:29,160 --> 00:11:31,110 disability justice is anti-capitalist 235 00:11:31,110 --> 00:11:34,773 by the nature of having non-conforming bodies and minds. 236 00:11:36,240 --> 00:11:40,410 There's also commitment to cross movement, organizing, 237 00:11:40,410 --> 00:11:42,570 shifting how social justice movements 238 00:11:42,570 --> 00:11:46,680 understand disability and contextualizes ableism. 239 00:11:46,680 --> 00:11:47,970 That disability justice 240 00:11:47,970 --> 00:11:51,600 lends itself to the politics of alliance. 241 00:11:51,600 --> 00:11:53,310 There's also recognizing wholeness 242 00:11:53,310 --> 00:11:55,020 that people have inherent worth 243 00:11:55,020 --> 00:11:57,060 outside of commodity relations 244 00:11:57,060 --> 00:12:00,090 and capitalist notions of productivity and worth. 245 00:12:00,090 --> 00:12:03,693 And each person is full of history and life experience. 246 00:12:04,860 --> 00:12:07,983 The disability justice principle of sustainability, 247 00:12:09,390 --> 00:12:12,360 which means pacing ourselves individually and collectively 248 00:12:12,360 --> 00:12:15,210 to be sustained over the long term, 249 00:12:15,210 --> 00:12:17,130 and that our embodied experiences 250 00:12:17,130 --> 00:12:19,983 guide us toward ongoing justice and liberation. 251 00:12:21,150 --> 00:12:23,880 There's a commitment to cross disability solidarity, 252 00:12:23,880 --> 00:12:25,800 honoring the insights and participation 253 00:12:25,800 --> 00:12:27,060 of all community members, 254 00:12:27,060 --> 00:12:30,810 knowing that isolation undermines collective liberation 255 00:12:30,810 --> 00:12:33,030 and the principle of interdependence 256 00:12:33,030 --> 00:12:36,330 that meeting each other's needs is crucial 257 00:12:36,330 --> 00:12:38,283 as we build towards liberation. 258 00:12:41,130 --> 00:12:44,490 Also, collective access, which centers Black, 259 00:12:44,490 --> 00:12:47,130 indigenous and queer disabled people's experiences 260 00:12:47,130 --> 00:12:48,483 and access needs. 261 00:12:49,470 --> 00:12:50,910 And collective liberation 262 00:12:50,910 --> 00:12:53,490 that no body or mind can be left behind 263 00:12:53,490 --> 00:12:54,870 in only moving together 264 00:12:54,870 --> 00:12:59,010 that we can accomplish the revolution we require. 265 00:12:59,010 --> 00:13:03,210 And to summarize, drawing on the work of Sami Schalk, 266 00:13:03,210 --> 00:13:06,480 disability justice centers the insights, knowledges, 267 00:13:06,480 --> 00:13:09,690 voices and experiences of the disabled people 268 00:13:09,690 --> 00:13:12,993 and communities most oppressed past, present. 269 00:13:19,260 --> 00:13:22,500 - Now, we'll briefly go over theory and practice frameworks 270 00:13:22,500 --> 00:13:25,790 that can support implementing disability justice principles 271 00:13:25,790 --> 00:13:28,920 in our practice as helping professionals, 272 00:13:28,920 --> 00:13:31,620 they are critical cultural competence, 273 00:13:31,620 --> 00:13:35,073 intersectionality and anti-oppressive practice. 274 00:13:38,880 --> 00:13:41,580 The concept of cultural competence 275 00:13:41,580 --> 00:13:43,260 is familiar to practitioners 276 00:13:43,260 --> 00:13:45,847 in a variety of helping disciplines. 277 00:13:45,847 --> 00:13:49,020 Cultural competence supports our focus 278 00:13:49,020 --> 00:13:51,093 on working effectively across cultures. 279 00:13:51,960 --> 00:13:55,590 Critical cultural competence is an enhancement of this 280 00:13:55,590 --> 00:13:58,800 and that it focuses on knowledge and behaviors 281 00:13:58,800 --> 00:14:01,590 that support effective cross-cultural engagement 282 00:14:01,590 --> 00:14:05,250 as well as the harnessing of these knowledge and behaviors 283 00:14:05,250 --> 00:14:07,533 for policy and social change. 284 00:14:08,520 --> 00:14:10,020 Critical cultural competence 285 00:14:10,020 --> 00:14:13,860 also highlights the dynamic nature of culture, 286 00:14:13,860 --> 00:14:18,187 the fact that culture in and of itself is changeable 287 00:14:20,490 --> 00:14:23,160 and that individuals experiences of culture, 288 00:14:23,160 --> 00:14:26,013 personal experiences can be fluid. 289 00:14:27,270 --> 00:14:28,740 Critical cultural competence 290 00:14:28,740 --> 00:14:31,470 also helps us recognize the need 291 00:14:31,470 --> 00:14:35,160 for an ongoing commitment to self-evaluation, 292 00:14:35,160 --> 00:14:37,530 as well as an ongoing commitment 293 00:14:37,530 --> 00:14:40,863 to knowledge and skill development. 294 00:14:42,120 --> 00:14:47,070 It promotes attention to power imbalances and relationships 295 00:14:47,070 --> 00:14:48,483 and in the environment. 296 00:14:49,800 --> 00:14:52,170 And most importantly for our conversation tonight, 297 00:14:52,170 --> 00:14:56,280 we can think of it as being useful 298 00:14:56,280 --> 00:14:58,950 in supporting acknowledgement 299 00:14:58,950 --> 00:15:03,720 of positive elements of disability and disability culture, 300 00:15:03,720 --> 00:15:07,440 and in helping us to critique 301 00:15:07,440 --> 00:15:09,843 ableist systems and structures. 302 00:15:14,100 --> 00:15:17,550 Intersectionality is another concept that is likely familiar 303 00:15:17,550 --> 00:15:20,250 and has been utilized more and more in many academic 304 00:15:20,250 --> 00:15:21,900 and professional settings, 305 00:15:21,900 --> 00:15:23,943 especially within the last few years. 306 00:15:24,870 --> 00:15:26,580 It is an idea that has been around 307 00:15:26,580 --> 00:15:28,290 for a much longer time though, 308 00:15:28,290 --> 00:15:30,570 and it's rooted primarily in the writing 309 00:15:30,570 --> 00:15:35,190 and thinking of women of color such as Anna Julia Cooper, 310 00:15:35,190 --> 00:15:38,973 Bell Hooks, the Combahee River Collective, 311 00:15:39,810 --> 00:15:43,623 Gloria Anzaldúa, and Kimberlé Crenshaw. 312 00:15:44,795 --> 00:15:48,300 Intersectionality or an intersectional perspective 313 00:15:48,300 --> 00:15:49,800 view social identities 314 00:15:49,800 --> 00:15:52,740 and the experiences of privilege and oppression 315 00:15:52,740 --> 00:15:54,300 based on these identities 316 00:15:54,300 --> 00:15:56,793 as interlocking and interdependent. 317 00:15:58,170 --> 00:15:59,640 It's a way of understanding 318 00:15:59,640 --> 00:16:03,060 and examining the complexities of human interactions 319 00:16:03,060 --> 00:16:05,820 with one another, with institutions, 320 00:16:05,820 --> 00:16:07,593 and with a larger society. 321 00:16:09,480 --> 00:16:11,364 An intersectional perspective 322 00:16:11,364 --> 00:16:16,200 looks at each person's particular social location 323 00:16:16,200 --> 00:16:19,500 as a combination of their personal identity 324 00:16:19,500 --> 00:16:21,390 and their social identities. 325 00:16:21,390 --> 00:16:25,470 It allows for a more comprehensive appreciation 326 00:16:25,470 --> 00:16:30,180 and understanding of individual and community experiences 327 00:16:30,180 --> 00:16:32,070 because it helps us take into account 328 00:16:32,070 --> 00:16:35,760 multiple interdependent identities, 329 00:16:35,760 --> 00:16:38,403 and avoid seeing people as one-dimensional. 330 00:16:42,000 --> 00:16:44,850 Finally, anti-oppressive practice. 331 00:16:44,850 --> 00:16:47,550 With a more recent introduction in the US, 332 00:16:47,550 --> 00:16:51,270 anti-oppressive practice traces its development 333 00:16:51,270 --> 00:16:53,790 from radical and structural social work 334 00:16:53,790 --> 00:16:56,550 and other helping professions in Canada. 335 00:16:56,550 --> 00:17:00,570 Critical social work in Australia, and anti-racism, 336 00:17:00,570 --> 00:17:03,573 and anti-discriminatory care work in Britain. 337 00:17:04,620 --> 00:17:07,110 By building on numerous progressive frameworks, 338 00:17:07,110 --> 00:17:09,090 anti-oppressive practice is positioned 339 00:17:09,090 --> 00:17:11,400 as a transformative approach 340 00:17:11,400 --> 00:17:13,353 to helping professions and care work. 341 00:17:14,970 --> 00:17:16,590 Anti-oppressive practice centers 342 00:17:16,590 --> 00:17:20,493 on recognizing and challenging power and depression. 343 00:17:21,360 --> 00:17:23,640 It helps us move beyond, 344 00:17:23,640 --> 00:17:26,700 only focusing on individual level problems 345 00:17:26,700 --> 00:17:29,100 of people accessing services, 346 00:17:29,100 --> 00:17:31,470 to consider personal, cultural, 347 00:17:31,470 --> 00:17:33,420 and structural levels of oppression 348 00:17:33,420 --> 00:17:37,533 such as ableism, racism, ageism and sexism. 349 00:17:39,360 --> 00:17:40,740 Anti-oppressive practice 350 00:17:40,740 --> 00:17:44,950 promotes us raising our consciousness 351 00:17:47,010 --> 00:17:49,680 and doing so in a critical way, 352 00:17:49,680 --> 00:17:53,490 which is the ongoing process of critically reflecting 353 00:17:53,490 --> 00:17:58,490 and analyzing one's values, biases, worldview, 354 00:17:58,740 --> 00:18:02,520 as well as the shifting of power dynamics 355 00:18:02,520 --> 00:18:06,120 to support empowerment of communities, 356 00:18:06,120 --> 00:18:08,850 especially historically marginalized communities 357 00:18:08,850 --> 00:18:12,243 that we may be engaging with as helping professionals. 358 00:18:14,460 --> 00:18:18,120 We can use anti-oppressive practice framework 359 00:18:18,120 --> 00:18:22,530 as a way to deconstruct dominant notions of disability 360 00:18:22,530 --> 00:18:26,370 as a way to push back against stereotypes 361 00:18:26,370 --> 00:18:27,843 of disabled people. 362 00:18:28,950 --> 00:18:33,950 And we can target barriers to inclusion of disabled people. 363 00:18:35,490 --> 00:18:38,040 And we can also affirm 364 00:18:38,040 --> 00:18:41,133 disability identities and experiences. 365 00:18:47,460 --> 00:18:50,700 - So keep in mind the disability justice principles 366 00:18:50,700 --> 00:18:52,440 in these practice frameworks 367 00:18:52,440 --> 00:18:55,680 as we discuss our case example next. 368 00:18:55,680 --> 00:18:57,210 The image on this slide 369 00:18:57,210 --> 00:19:00,483 is of circles overlapping and forming a Venn diagram. 370 00:19:01,410 --> 00:19:02,940 The three larger circles 371 00:19:02,940 --> 00:19:05,400 contain the theory and practice frameworks 372 00:19:05,400 --> 00:19:07,710 of critical cultural confidence, 373 00:19:07,710 --> 00:19:10,380 intersectionality and anti-oppressive practice, 374 00:19:10,380 --> 00:19:14,553 and the smaller inner circle contains disability justice. 375 00:19:16,800 --> 00:19:20,370 And we'll be using a more social work focused case example 376 00:19:20,370 --> 00:19:22,200 in which a clinical social worker 377 00:19:22,200 --> 00:19:25,634 is working with a client over a period of weeks. 378 00:19:25,634 --> 00:19:28,950 But we encourage you to think about how this might apply 379 00:19:28,950 --> 00:19:33,000 to your own context with the people you work with, 380 00:19:33,000 --> 00:19:36,330 whether they be students, patients, service users, 381 00:19:36,330 --> 00:19:38,733 groups or communities. 382 00:19:44,670 --> 00:19:45,990 - So in this case example, 383 00:19:45,990 --> 00:19:48,483 we're going to be needing Josie and Regina. 384 00:19:50,640 --> 00:19:54,090 Josie is a licensed clinical social worker, 385 00:19:54,090 --> 00:19:55,530 and she receives a referral 386 00:19:55,530 --> 00:19:57,813 to work with a new client, Regina. 387 00:19:59,010 --> 00:20:01,950 Josie's based in an outpatient mental health center 388 00:20:01,950 --> 00:20:05,460 and is tasked with providing Regina with counseling 389 00:20:05,460 --> 00:20:08,250 and support to address challenges she is facing 390 00:20:08,250 --> 00:20:10,473 with family members and work colleagues. 391 00:20:11,490 --> 00:20:13,980 Given that some of the agencies work with clients 392 00:20:13,980 --> 00:20:16,560 has shifted to remote since the pandemic, 393 00:20:16,560 --> 00:20:19,590 Josie is primarily using a telehealth platform 394 00:20:19,590 --> 00:20:21,153 to connect with Regina. 395 00:20:23,280 --> 00:20:26,310 The case file Josie reviews includes an intake form 396 00:20:26,310 --> 00:20:28,710 filled out by Regina, 397 00:20:28,710 --> 00:20:31,932 and records from the agency agency's previous involvement 398 00:20:31,932 --> 00:20:32,782 in Regina's life. 399 00:20:33,960 --> 00:20:38,190 Josie notes that Regina identifies as a Black woman 400 00:20:38,190 --> 00:20:40,980 and that she grew up in a rural area 401 00:20:40,980 --> 00:20:42,120 in Western Massachusetts 402 00:20:42,120 --> 00:20:44,703 where her family has lived for generations. 403 00:20:45,750 --> 00:20:48,690 Josie reads that Regina is a high school graduate 404 00:20:48,690 --> 00:20:50,730 who tries to maintain a balance 405 00:20:50,730 --> 00:20:54,060 between being able to engage in meaningful work, 406 00:20:54,060 --> 00:20:56,970 that does not put receipt of her healthcare benefits at risk 407 00:20:56,970 --> 00:21:00,240 in order to manage the care she needs for her disability, 408 00:21:00,240 --> 00:21:02,193 which is identified as autism. 409 00:21:03,540 --> 00:21:07,410 Josie herself identifies as a white cisgender woman 410 00:21:07,410 --> 00:21:09,063 who is non-disabled. 411 00:21:10,440 --> 00:21:12,600 As we move through this case 412 00:21:12,600 --> 00:21:15,690 and talk about things we will consider, 413 00:21:15,690 --> 00:21:18,250 we'll discuss several steps or phases 414 00:21:19,110 --> 00:21:23,490 and considerations at each of these steps or phases. 415 00:21:23,490 --> 00:21:26,550 And we'll think about how we might actually apply 416 00:21:26,550 --> 00:21:28,260 the theory and practice frameworks 417 00:21:28,260 --> 00:21:33,260 as well as disability justice principles at each phase. 418 00:21:37,380 --> 00:21:40,713 So prior to meeting for the first time, 419 00:21:48,415 --> 00:21:50,760 we have the opportunity to engage 420 00:21:50,760 --> 00:21:54,210 in both reflective and reflective practices. 421 00:21:54,210 --> 00:21:58,680 Essentially, what this means is that we can keep in mind 422 00:21:58,680 --> 00:22:01,200 our theories and practice frameworks 423 00:22:01,200 --> 00:22:04,170 as well as the disability justice principles, 424 00:22:04,170 --> 00:22:05,640 and use those to prompt us 425 00:22:05,640 --> 00:22:09,060 to reflect on our own social identities, 426 00:22:09,060 --> 00:22:13,230 our own positions within the social order, 427 00:22:13,230 --> 00:22:15,513 our own worldviews and our knowledge. 428 00:22:16,530 --> 00:22:19,560 We can then think about how we might apply 429 00:22:19,560 --> 00:22:23,850 these understandings to our practice decisions 430 00:22:23,850 --> 00:22:25,173 and our behaviors. 431 00:22:27,060 --> 00:22:28,590 We can also recognize 432 00:22:28,590 --> 00:22:31,560 that there are likely limits to our current knowledge, 433 00:22:31,560 --> 00:22:35,580 whether they be about the particular person or group 434 00:22:35,580 --> 00:22:36,970 that will be working with 435 00:22:38,130 --> 00:22:41,520 or about the case situation or the broader context, 436 00:22:41,520 --> 00:22:43,500 and we can use this time and opportunity 437 00:22:43,500 --> 00:22:46,383 to seek out additional information. 438 00:22:47,730 --> 00:22:52,323 We can think of this as a pre-engagement phase, 439 00:22:53,550 --> 00:22:56,520 pre-engagement reflection and action. 440 00:22:56,520 --> 00:22:59,610 And this helps us think about what we may need to consider 441 00:22:59,610 --> 00:23:02,970 or do prior to engaging in work with our clients, 442 00:23:02,970 --> 00:23:05,160 our students, our patients, et cetera. 443 00:23:05,160 --> 00:23:07,260 And this might be done, for example, 444 00:23:07,260 --> 00:23:09,840 during the days before the first office meeting 445 00:23:09,840 --> 00:23:11,850 after a case is assigned, 446 00:23:11,850 --> 00:23:14,940 or in the summer before starting a new school year, 447 00:23:14,940 --> 00:23:17,340 or in the break before a new semester, 448 00:23:17,340 --> 00:23:20,910 or whenever there's an opportunity to think specifically 449 00:23:20,910 --> 00:23:22,020 or more generally 450 00:23:22,020 --> 00:23:25,050 about how one can practice intersectionally, 451 00:23:25,050 --> 00:23:26,940 competently and justly, 452 00:23:26,940 --> 00:23:28,950 either with a specific client 453 00:23:28,950 --> 00:23:33,450 or with our clients or students or patients in general. 454 00:23:33,450 --> 00:23:36,180 And so in this case situation, 455 00:23:36,180 --> 00:23:37,980 Josie takes the opportunity 456 00:23:37,980 --> 00:23:42,980 before she meets with Regina to reflect, 457 00:23:43,050 --> 00:23:44,820 and she asked herself 458 00:23:44,820 --> 00:23:49,080 about her understanding of disability, 459 00:23:49,080 --> 00:23:53,310 of autism, of broader disability culture. 460 00:23:53,310 --> 00:23:55,650 She uses this opportunity if there's something 461 00:23:55,650 --> 00:23:57,810 that she feels she needs to explore further 462 00:23:57,810 --> 00:23:59,550 to access information through books, 463 00:23:59,550 --> 00:24:01,560 videos, other resources. 464 00:24:01,560 --> 00:24:04,833 She may use colleagues at work as resources. 465 00:24:13,500 --> 00:24:15,480 - So when beginning this work, 466 00:24:15,480 --> 00:24:20,480 there's also some additional considerations to keep in mind. 467 00:24:22,020 --> 00:24:23,430 So this would be the point 468 00:24:23,430 --> 00:24:28,430 where Josie and Regina would be meeting each other. 469 00:24:29,700 --> 00:24:33,030 And so if you were to consider this more broadly 470 00:24:33,030 --> 00:24:35,343 for the context that you may be working in, 471 00:24:36,180 --> 00:24:40,050 this would include an opportunity to learn from the client 472 00:24:40,050 --> 00:24:42,750 or the patient or the student or the service user 473 00:24:42,750 --> 00:24:44,100 that you're working with. 474 00:24:44,100 --> 00:24:46,440 Specifically, for example, 475 00:24:46,440 --> 00:24:50,163 about their cultures, their identities. 476 00:24:51,990 --> 00:24:56,620 Think about how you might connect across cultures 477 00:24:57,930 --> 00:24:59,973 and the different roles that you have. 478 00:25:02,010 --> 00:25:06,933 And really important is how can you develop goals together. 479 00:25:10,080 --> 00:25:14,880 So when doing this work, in starting this work, 480 00:25:14,880 --> 00:25:18,960 Josie acknowledges the differences and the commonalities 481 00:25:18,960 --> 00:25:22,923 that may influence how she works with Regina. 482 00:25:24,870 --> 00:25:27,060 Josie respectfully asks Regina 483 00:25:27,060 --> 00:25:32,060 what is important to her and for her around identity culture 484 00:25:35,070 --> 00:25:37,953 and what is it that Regina would like to work on? 485 00:25:46,770 --> 00:25:48,963 And as they continue this work together, 486 00:25:52,950 --> 00:25:56,160 there's the phase of exploring strengths and needs. 487 00:25:56,160 --> 00:25:59,040 So in your context, again, 488 00:25:59,040 --> 00:26:00,660 considering the many different contexts 489 00:26:00,660 --> 00:26:01,863 you might be working in, 490 00:26:03,360 --> 00:26:07,950 this can include centering the client's narrative 491 00:26:07,950 --> 00:26:09,453 about what's going on, 492 00:26:10,710 --> 00:26:13,590 what they think needs to be changed, 493 00:26:13,590 --> 00:26:18,303 what tools or resources are available to help. 494 00:26:25,770 --> 00:26:30,770 Also to go back to the frameworks that we've included 495 00:26:31,260 --> 00:26:33,270 and draw on specific skills 496 00:26:33,270 --> 00:26:36,180 related to critical cultural competence, 497 00:26:36,180 --> 00:26:37,773 anti-oppressive practice, 498 00:26:39,390 --> 00:26:44,193 self-reflection to inform how you'll work together. 499 00:26:46,770 --> 00:26:49,413 Be aware of how social norms, 500 00:26:50,490 --> 00:26:55,380 agency policies or laws may influence understandings 501 00:26:55,380 --> 00:26:59,733 of the problems presented and potential solutions posed, 502 00:27:04,980 --> 00:27:07,260 and identifying circles of support 503 00:27:07,260 --> 00:27:12,210 and the potential for respecting the dignity of risk. 504 00:27:12,210 --> 00:27:14,040 So this is the right to take risks 505 00:27:14,040 --> 00:27:17,580 when going through life and its various experiences. 506 00:27:17,580 --> 00:27:20,880 And dignity of risk is fundamental for disabled people, 507 00:27:20,880 --> 00:27:22,380 as many do not have a voice 508 00:27:22,380 --> 00:27:25,020 in regards to their life circumstances, 509 00:27:25,020 --> 00:27:27,090 and were and still often are reviewed 510 00:27:27,090 --> 00:27:30,423 as unable to make decisions for themselves. 511 00:27:32,700 --> 00:27:36,270 And the specific application of these considerations 512 00:27:36,270 --> 00:27:37,773 for Josie and Regina, 513 00:27:39,000 --> 00:27:44,000 is Josie is mindful of the level of cultural sensitivity, 514 00:27:44,340 --> 00:27:47,070 of the agency mandated clinical assessment tools 515 00:27:47,070 --> 00:27:49,110 she's required to use, 516 00:27:49,110 --> 00:27:51,900 and make sure to integrate critical perspectives 517 00:27:51,900 --> 00:27:54,000 with the information gained 518 00:27:54,000 --> 00:27:56,463 from these clinical tools she uses. 519 00:27:58,890 --> 00:28:00,540 Josie also invites Regina 520 00:28:00,540 --> 00:28:03,430 to explain the situation in her own words 521 00:28:04,530 --> 00:28:08,130 and encourages her to connect with friends 522 00:28:08,130 --> 00:28:11,913 that she has to the autistic self-advocacy network. 523 00:28:19,620 --> 00:28:21,390 - So after thinking 524 00:28:21,390 --> 00:28:25,470 about what strengths and needs are present, 525 00:28:25,470 --> 00:28:28,443 essentially an assessment type of phase, 526 00:28:29,640 --> 00:28:30,750 you might enter a phase 527 00:28:30,750 --> 00:28:33,240 where you're actually doing the work together, 528 00:28:33,240 --> 00:28:38,010 engaging in the intervention or engaging in the treatment 529 00:28:38,010 --> 00:28:42,750 or actually making or implementing the change 530 00:28:42,750 --> 00:28:45,300 that you're working on together as a client 531 00:28:45,300 --> 00:28:48,900 or student or patient and helping professional. 532 00:28:48,900 --> 00:28:53,010 And in this phase, it's important to think about how, 533 00:28:53,010 --> 00:28:54,690 as you move through the work together, 534 00:28:54,690 --> 00:28:59,690 you're continuing to support the concept of dignity of risk 535 00:29:01,830 --> 00:29:04,290 and self-determination to the extent possible, 536 00:29:04,290 --> 00:29:07,011 as well as supporting the use of circles of support 537 00:29:07,011 --> 00:29:10,290 such as Regina's friends 538 00:29:10,290 --> 00:29:13,263 in the autistic self-advocacy network. 539 00:29:15,570 --> 00:29:17,070 We might also be thinking 540 00:29:17,070 --> 00:29:21,840 about how we might foster inclusion, community inclusion, 541 00:29:21,840 --> 00:29:25,170 both through integrating the disabled person 542 00:29:25,170 --> 00:29:27,480 into the larger society, 543 00:29:27,480 --> 00:29:32,480 and thinking about how society in microform, right? 544 00:29:33,240 --> 00:29:37,980 So perhaps the family context, the work context, 545 00:29:37,980 --> 00:29:41,073 and the neighborhood context itself can be changed. 546 00:29:42,510 --> 00:29:44,640 And another consideration during this phase 547 00:29:44,640 --> 00:29:47,790 is remembering nothing about us without us. 548 00:29:47,790 --> 00:29:51,480 And this is important to the disability rights 549 00:29:51,480 --> 00:29:53,220 and disability justice movements 550 00:29:53,220 --> 00:29:58,220 as it's a call from disabled people for radical inclusion, 551 00:29:59,580 --> 00:30:02,703 for a place at the table, for a voice, 552 00:30:04,050 --> 00:30:07,290 and oftentimes a lead voice in the conversation 553 00:30:07,290 --> 00:30:09,453 about what is to happen. 554 00:30:11,370 --> 00:30:14,103 In Josie and Regina's work together, 555 00:30:16,110 --> 00:30:18,480 Josie checks in with Regina 556 00:30:18,480 --> 00:30:21,450 even as they are starting their work 557 00:30:21,450 --> 00:30:23,370 to determine how they will know 558 00:30:23,370 --> 00:30:24,810 when their goals have been met 559 00:30:24,810 --> 00:30:26,610 and services are no longer needed. 560 00:30:26,610 --> 00:30:29,850 So they're looking toward independence, 561 00:30:29,850 --> 00:30:33,813 they're looking toward allowance for risk. 562 00:30:35,280 --> 00:30:37,440 Josie also makes sure 563 00:30:37,440 --> 00:30:39,630 to weave in the intervention approaches 564 00:30:39,630 --> 00:30:44,040 that recognize both Regina's desire to more fully integrate 565 00:30:44,040 --> 00:30:45,930 into her work and family environments, 566 00:30:45,930 --> 00:30:50,640 as well as the ways that these environments 567 00:30:50,640 --> 00:30:53,430 may need to be adjusted, 568 00:30:53,430 --> 00:30:56,850 changed to be more inclusive 569 00:30:56,850 --> 00:31:01,413 and more affirming of Regina and other disabled people. 570 00:31:03,300 --> 00:31:05,940 So she works one-on-one with Regina 571 00:31:05,940 --> 00:31:10,470 to support this inclusion, but as they work together, 572 00:31:10,470 --> 00:31:14,880 Josie can also be a part of supporting Regina 573 00:31:14,880 --> 00:31:17,130 in her own advocacy efforts, 574 00:31:17,130 --> 00:31:21,270 perhaps such that she feels increasingly more comfortable 575 00:31:21,270 --> 00:31:24,930 to advocate to her family and her manager at work 576 00:31:24,930 --> 00:31:27,870 around neurodiversity acceptance. 577 00:31:27,870 --> 00:31:32,870 And how might the workplace itself make changes 578 00:31:33,360 --> 00:31:37,200 such that they are thinking structurally 579 00:31:37,200 --> 00:31:39,780 about how they could promote more inclusive 580 00:31:39,780 --> 00:31:41,493 and affirming practices. 581 00:31:48,780 --> 00:31:50,970 Next, we'll think about 582 00:31:50,970 --> 00:31:53,820 starting to bring the working relationship 583 00:31:53,820 --> 00:31:55,590 to some sort of close. 584 00:31:55,590 --> 00:31:58,170 We might think about this as concluding 585 00:31:58,170 --> 00:32:00,870 or terminating the working relationship. 586 00:32:00,870 --> 00:32:03,360 And it's important here to keep in mind 587 00:32:03,360 --> 00:32:06,960 that there may be issues of power dynamics 588 00:32:06,960 --> 00:32:10,440 that may arise about how and when services are ended. 589 00:32:10,440 --> 00:32:12,780 And this can, especially be the the case 590 00:32:12,780 --> 00:32:15,063 when services are involuntary. 591 00:32:17,340 --> 00:32:21,630 We also, once again, need to continue to affirm connections 592 00:32:21,630 --> 00:32:25,713 with circles of support and honor the dignity of risk. 593 00:32:29,100 --> 00:32:30,663 In our example, 594 00:32:31,530 --> 00:32:34,140 Josie and Regina take this opportunity 595 00:32:34,140 --> 00:32:36,900 to be collaborative and collaborate together. 596 00:32:36,900 --> 00:32:39,480 Josie ensures that Regina's voice is heard 597 00:32:39,480 --> 00:32:44,040 around the process of ending the working relationship, 598 00:32:44,040 --> 00:32:48,990 and agreeing on follow up as needed and as appropriate, 599 00:32:48,990 --> 00:32:50,460 keeping the dignity of risk 600 00:32:50,460 --> 00:32:54,243 and connection with circles of support in mind. 601 00:32:57,240 --> 00:33:02,240 And as the working relationship concludes and as, 602 00:33:03,180 --> 00:33:08,180 or even after, it's important to think about evaluation, 603 00:33:08,310 --> 00:33:10,510 it's important to think about how did it go. 604 00:33:11,820 --> 00:33:16,530 And keeping in mind a centering of the client's 605 00:33:16,530 --> 00:33:20,310 or the students or the patient's narrative or story 606 00:33:20,310 --> 00:33:24,690 of their own experience with the process and the outcome. 607 00:33:24,690 --> 00:33:28,530 And keeping in mind an intersectional lens while doing this, 608 00:33:28,530 --> 00:33:30,300 how did their various identities 609 00:33:30,300 --> 00:33:32,820 and perspectives come into play? 610 00:33:32,820 --> 00:33:34,713 How were they honored or not honored? 611 00:33:36,210 --> 00:33:38,070 It's also important to think about 612 00:33:38,070 --> 00:33:41,700 how can we share some of this information, 613 00:33:41,700 --> 00:33:43,353 this story, this narrative, 614 00:33:44,190 --> 00:33:48,660 with perhaps the larger organization or agency 615 00:33:48,660 --> 00:33:51,060 to think about how we might improve practice 616 00:33:51,060 --> 00:33:53,850 with disability communities. 617 00:33:53,850 --> 00:33:55,740 And so in our example, 618 00:33:55,740 --> 00:33:58,500 Josie and Regina work together 619 00:33:58,500 --> 00:34:00,900 as they bring their relationship to a close, 620 00:34:00,900 --> 00:34:05,640 to refer back to what they talked together 621 00:34:05,640 --> 00:34:08,700 about how they would identify success, 622 00:34:08,700 --> 00:34:11,430 and to determine was it successful. 623 00:34:11,430 --> 00:34:15,273 And Josie listens to Regina's perspective on this. 624 00:34:16,590 --> 00:34:20,580 Josie might also invite Regina to share her perspective 625 00:34:20,580 --> 00:34:25,110 or receive approval from Regina 626 00:34:25,110 --> 00:34:29,680 to share findings with the agency or even beyond 627 00:34:30,840 --> 00:34:32,700 about the insights that she gained 628 00:34:32,700 --> 00:34:35,823 to inform disability affirming changes. 629 00:34:42,960 --> 00:34:45,870 - So let's revisit our image of the four circles 630 00:34:45,870 --> 00:34:48,060 encompassing the frameworks we've discussed 631 00:34:48,060 --> 00:34:51,900 and with disability justice in the center. 632 00:34:51,900 --> 00:34:54,330 And let's also reconnect our case example 633 00:34:54,330 --> 00:34:57,690 to disability justice, critical cultural competence, 634 00:34:57,690 --> 00:35:00,540 intersectionality and anti-oppressive practice. 635 00:35:00,540 --> 00:35:02,100 Specifically, coming back 636 00:35:02,100 --> 00:35:04,950 to the disability justice principles 637 00:35:04,950 --> 00:35:06,270 and the practice frameworks 638 00:35:06,270 --> 00:35:08,760 to reiterate how they have guided 639 00:35:08,760 --> 00:35:11,130 Josie's micro and meso level, 640 00:35:11,130 --> 00:35:14,640 so whether individual or family and group practice, 641 00:35:14,640 --> 00:35:19,413 and how they might also guide her at the macro level, 642 00:35:20,490 --> 00:35:21,840 whether that be community, 643 00:35:21,840 --> 00:35:26,840 organizationally, or socially-based, and that engagement. 644 00:35:33,630 --> 00:35:36,720 So let's consider Josie's work around implementing 645 00:35:36,720 --> 00:35:39,510 these practice frameworks we've discussed 646 00:35:39,510 --> 00:35:44,510 and disability justice at the individual or group level. 647 00:35:47,460 --> 00:35:50,250 So intersectionality, remembering intersectionality, 648 00:35:50,250 --> 00:35:53,310 as its own theoretical lens and practice, 649 00:35:53,310 --> 00:35:56,940 and as one of the 10 disability justice principles 650 00:35:56,940 --> 00:35:59,790 with a specific recognition of how ableism, 651 00:35:59,790 --> 00:36:02,580 racism, sexism, and heterosexism 652 00:36:02,580 --> 00:36:06,180 interact to marginalize oppress and exclude Black, 653 00:36:06,180 --> 00:36:11,180 indigenous and racialize disabled people and communities. 654 00:36:15,150 --> 00:36:16,710 And recognizing wholeness. 655 00:36:16,710 --> 00:36:19,560 This disability justice principle 656 00:36:19,560 --> 00:36:22,440 asks Josie to challenge capitalist ideas 657 00:36:22,440 --> 00:36:25,740 around worth and productivity that she may carry. 658 00:36:25,740 --> 00:36:30,740 And instead consider how and the many ways 659 00:36:30,780 --> 00:36:35,610 that disabled people contribute to communities and society. 660 00:36:35,610 --> 00:36:39,243 And to think about how this relates to Regina, 661 00:36:40,110 --> 00:36:42,033 and Regina's hopes and dreams. 662 00:36:44,460 --> 00:36:46,890 And also the disability justice principle 663 00:36:46,890 --> 00:36:51,510 of collective access which centers Black, 664 00:36:51,510 --> 00:36:55,140 indigenous, and queer disabled people's experiences 665 00:36:55,140 --> 00:36:56,790 and access needs, 666 00:36:56,790 --> 00:36:58,350 and being flexible and creative 667 00:36:58,350 --> 00:37:00,910 to make this happen in practice 668 00:37:02,190 --> 00:37:04,563 and in the places Regina goes. 669 00:37:06,420 --> 00:37:07,920 Josie can help implement this 670 00:37:07,920 --> 00:37:11,850 by viewing requests for access as a strength 671 00:37:11,850 --> 00:37:14,673 and as crucial to creating and building community. 672 00:37:19,050 --> 00:37:22,470 And let's connect this to the organizational 673 00:37:22,470 --> 00:37:24,933 or community or society levels as well. 674 00:37:26,910 --> 00:37:31,910 So the principle of leadership of the most impacted, 675 00:37:32,040 --> 00:37:33,840 this disability justice principle 676 00:37:33,840 --> 00:37:36,600 asks us to elevate, listen to, read, follow, 677 00:37:36,600 --> 00:37:38,970 and highlight the perspectives of those 678 00:37:38,970 --> 00:37:42,330 who are most impacted by harmful systems. 679 00:37:42,330 --> 00:37:43,980 For example, in Josie's workplace 680 00:37:43,980 --> 00:37:47,430 or other organizations she may be affiliated with, 681 00:37:47,430 --> 00:37:50,490 how are Black, indigenous, racialized, 682 00:37:50,490 --> 00:37:52,500 or queer disabled people represented 683 00:37:52,500 --> 00:37:54,780 in decision making and leadership? 684 00:37:54,780 --> 00:37:57,810 And if not, what actions will Josie take 685 00:37:57,810 --> 00:38:02,810 to ensure this is brought to the team and made a priority? 686 00:38:07,440 --> 00:38:09,030 Sustainability. 687 00:38:09,030 --> 00:38:10,770 This disability justice principle 688 00:38:10,770 --> 00:38:12,870 reminds us to pace and sustain ourselves 689 00:38:12,870 --> 00:38:14,673 through this activist work. 690 00:38:16,290 --> 00:38:20,340 How does Josie ensure she does not act too much of, 691 00:38:20,340 --> 00:38:25,340 and overextend or exploit the disabled people most impacted. 692 00:38:25,800 --> 00:38:28,860 What learning and work can she do 693 00:38:28,860 --> 00:38:31,440 that does not involve drawing time and energy 694 00:38:31,440 --> 00:38:34,173 from the disabled people most impacted. 695 00:38:36,180 --> 00:38:37,683 And interdependence. 696 00:38:38,520 --> 00:38:41,280 This disability justice principle reminds Josie 697 00:38:41,280 --> 00:38:43,960 that she can help to ensure needs 698 00:38:44,843 --> 00:38:46,740 as defined by disabled people are met, 699 00:38:46,740 --> 00:38:49,170 and recognize that this does not need to occur 700 00:38:49,170 --> 00:38:51,450 only through state run solutions 701 00:38:51,450 --> 00:38:53,970 as these can limit and control. 702 00:38:53,970 --> 00:38:55,650 This disability justice principle 703 00:38:55,650 --> 00:38:58,020 also extends to her interconnectedness 704 00:38:58,020 --> 00:38:59,830 as living beings on this planet 705 00:39:01,470 --> 00:39:05,130 and the liberation of the Earth from human harms. 706 00:39:05,130 --> 00:39:07,560 Josie can consider how she can practice in a way 707 00:39:07,560 --> 00:39:09,840 that honors the requests of disabled people 708 00:39:09,840 --> 00:39:11,643 and their identified needs. 709 00:39:12,870 --> 00:39:15,660 Josie can also think about how her social work practice 710 00:39:15,660 --> 00:39:17,940 can become more respectful of the environment 711 00:39:17,940 --> 00:39:18,843 and of the planet. 712 00:39:28,830 --> 00:39:33,830 - So as we move toward wrapping up our talk this evening, 713 00:39:34,350 --> 00:39:39,350 we invite you to consider checking out some further reading 714 00:39:42,900 --> 00:39:46,533 in works by leading disabled activists and authors. 715 00:39:48,720 --> 00:39:53,283 And some are websites and one is a book. 716 00:39:54,120 --> 00:39:59,120 So from Alice Wong, we have disabilityvisibilityproject.com. 717 00:40:02,100 --> 00:40:06,963 From Eli Claire, we have eliclare.com. 718 00:40:08,580 --> 00:40:12,253 Leah Lakshmi Piepzna-Samarasinha, 719 00:40:14,160 --> 00:40:17,163 you can check out brownstargirl.org. 720 00:40:20,025 --> 00:40:21,667 Sami Schalk's book, 721 00:40:21,667 --> 00:40:25,623 "Black Disability Politics" is also worth a read. 722 00:40:27,090 --> 00:40:28,080 And you can learn more 723 00:40:28,080 --> 00:40:31,050 about the disability justice principles 724 00:40:31,050 --> 00:40:36,050 from Sins Invalid at sinsinvalid.org. 725 00:40:40,740 --> 00:40:43,080 So that concludes our prepared materials 726 00:40:43,080 --> 00:40:45,870 and we would be happy to hear from you 727 00:40:45,870 --> 00:40:49,173 regarding questions or comments you may have. 728 00:40:52,560 --> 00:40:54,630 - Thank you so much, Rose and Lisa, 729 00:40:54,630 --> 00:40:56,220 for a wonderful presentation. 730 00:40:56,220 --> 00:41:00,270 There already is actually a question in the Q&A box 731 00:41:00,270 --> 00:41:01,773 which I am going to read. 732 00:41:02,797 --> 00:41:05,760 "I have never heard about the dignity of risk. 733 00:41:05,760 --> 00:41:08,130 Can you explain that concept a bit more, 734 00:41:08,130 --> 00:41:10,350 and do you have any specific resources 735 00:41:10,350 --> 00:41:12,237 to recommend to learn more?" 736 00:41:19,800 --> 00:41:23,070 - Rose, I'll defer to you if that's okay? 737 00:41:23,070 --> 00:41:25,050 And then I'll follow up, yeah. - Sure, 738 00:41:25,050 --> 00:41:26,640 I think we can probably both add to this. 739 00:41:26,640 --> 00:41:28,260 - Yeah. 740 00:41:28,260 --> 00:41:33,260 - So as I shared, and it did come up a couple times 741 00:41:35,130 --> 00:41:36,963 or a few times in our presentation, 742 00:41:38,820 --> 00:41:41,670 it's particularly important for disabled people 743 00:41:41,670 --> 00:41:46,350 because of the lack of voice, 744 00:41:46,350 --> 00:41:51,270 and input, and control a lot of disabled people 745 00:41:51,270 --> 00:41:54,330 have had in their lives and continue. 746 00:41:54,330 --> 00:41:56,643 So when you think about institutionalization, 747 00:41:57,778 --> 00:42:01,353 no input on your life, right? 748 00:42:02,310 --> 00:42:04,720 So when we talk about the history of disability 749 00:42:06,720 --> 00:42:08,220 and disability communities, 750 00:42:08,220 --> 00:42:11,970 how people have been impacted in a way to not have a voice, 751 00:42:11,970 --> 00:42:16,970 not have a say in their decisions and in their lives. 752 00:42:18,360 --> 00:42:19,590 So an example that I think of 753 00:42:19,590 --> 00:42:21,630 from practice around dignity of risk, 754 00:42:21,630 --> 00:42:24,483 and you will see literature on this as well, 755 00:42:26,580 --> 00:42:31,580 is around say, someone's decision to use substances. 756 00:42:32,340 --> 00:42:36,960 So this also relates to harm reduction, right? 757 00:42:36,960 --> 00:42:37,910 So if you're... 758 00:42:39,450 --> 00:42:40,650 I realize I might be speaking 759 00:42:40,650 --> 00:42:43,023 to a slightly different practice context in my, 760 00:42:43,950 --> 00:42:47,550 coming from Canada, but you know, 761 00:42:47,550 --> 00:42:52,461 if for example if someone decides to use substances 762 00:42:52,461 --> 00:42:56,950 that it links to both dignity of risk 763 00:42:57,840 --> 00:43:00,300 and also potentially harm reduction, right? 764 00:43:00,300 --> 00:43:03,660 So how might you work with someone 765 00:43:03,660 --> 00:43:05,790 depending on your practice role 766 00:43:05,790 --> 00:43:10,380 around respecting their decision to use substances 767 00:43:10,380 --> 00:43:15,380 and also to do so in a way that potentially reduces harm? 768 00:43:20,700 --> 00:43:21,840 - Great. Thank you so much. 769 00:43:21,840 --> 00:43:23,430 So another encouragement 770 00:43:23,430 --> 00:43:26,160 to ask your questions in the Q&A box, 771 00:43:26,160 --> 00:43:30,750 and I will be reading them to our panelists. 772 00:43:30,750 --> 00:43:31,777 Another question is, 773 00:43:31,777 --> 00:43:34,950 "How do you use disability justice 774 00:43:34,950 --> 00:43:37,227 personally in your practice?" 775 00:43:39,630 --> 00:43:40,710 - I can start with this one, 776 00:43:40,710 --> 00:43:42,810 and I also want to quickly follow up 777 00:43:42,810 --> 00:43:46,980 on Rosa's very good response regarding dignity of risk. 778 00:43:46,980 --> 00:43:50,880 And again, highlighting, I think the issue 779 00:43:50,880 --> 00:43:55,880 that oftentimes disabled folks are infantalized, 780 00:43:56,070 --> 00:43:58,350 and so in similar situations 781 00:43:58,350 --> 00:44:02,850 where someone who is non-disabled may be expected 782 00:44:02,850 --> 00:44:07,143 or allowed to make self-determining choices, 783 00:44:08,100 --> 00:44:11,190 it may be that a person with disability is not given 784 00:44:11,190 --> 00:44:13,170 the same dignity of allowance 785 00:44:13,170 --> 00:44:16,110 to make that choice simply based on their disability, right? 786 00:44:16,110 --> 00:44:19,170 And not necessarily because of other factors at play. 787 00:44:19,170 --> 00:44:23,610 And so that dignity of risk really helps us 788 00:44:23,610 --> 00:44:27,870 think about how we are not being ableist 789 00:44:27,870 --> 00:44:30,960 in treating disabled people differently, 790 00:44:30,960 --> 00:44:33,508 or discriminating against disabled people 791 00:44:33,508 --> 00:44:37,530 just by virtue of their disability. 792 00:44:37,530 --> 00:44:41,130 I think in terms of how I've tried to think about 793 00:44:41,130 --> 00:44:44,740 employing disability justice in my practice, 794 00:44:44,740 --> 00:44:48,300 for me, these principles feel like a touchstone, 795 00:44:48,300 --> 00:44:49,560 almost, right? 796 00:44:49,560 --> 00:44:52,740 Something that I need to continue, to go back to, 797 00:44:52,740 --> 00:44:56,013 and to remind myself about and be reminded of. 798 00:44:57,120 --> 00:45:02,120 I think it also helps me think about how I create space, 799 00:45:03,479 --> 00:45:06,900 so my current practice is as an educator, right? 800 00:45:06,900 --> 00:45:08,460 A social work educator. 801 00:45:08,460 --> 00:45:09,870 And so a lot of the thinking I do 802 00:45:09,870 --> 00:45:12,600 is about how I set up my classes, 803 00:45:12,600 --> 00:45:14,553 about how I set up my content, 804 00:45:15,628 --> 00:45:20,628 about how I may think about things intersectionally. 805 00:45:21,900 --> 00:45:25,480 And so I find myself employing these principles 806 00:45:26,610 --> 00:45:29,310 in a prospective way, 807 00:45:29,310 --> 00:45:31,560 but also as I'm in conversation 808 00:45:31,560 --> 00:45:34,320 and collaboration with other people, 809 00:45:34,320 --> 00:45:39,320 thinking about am I promoting collective 810 00:45:40,170 --> 00:45:41,700 sort of access and action, 811 00:45:41,700 --> 00:45:46,700 or am I falling back onto the ableist socialization 812 00:45:47,040 --> 00:45:48,453 that I've experienced? 813 00:45:52,530 --> 00:45:55,480 Rose, I don't know if you also have a response to this one. 814 00:45:56,640 --> 00:45:57,783 - Yeah, I can add. 815 00:45:58,710 --> 00:46:01,407 I think what's really important with disability justice 816 00:46:01,407 --> 00:46:04,440 and disability justice principles is we don't lose sight 817 00:46:04,440 --> 00:46:07,140 of what Sins Invalid intended as well. 818 00:46:07,140 --> 00:46:09,330 And this often comes with different frameworks 819 00:46:09,330 --> 00:46:13,800 and theoretical perspectives including intersectionality, 820 00:46:13,800 --> 00:46:16,863 you know, closely linked to disability justice, 821 00:46:17,760 --> 00:46:22,380 that as much as possible really staying true 822 00:46:22,380 --> 00:46:24,300 to what was intended 823 00:46:24,300 --> 00:46:28,813 and what continues to evolve from the leaders, 824 00:46:31,110 --> 00:46:33,630 the disability activists 825 00:46:33,630 --> 00:46:37,140 who formed and created Sins Invalid 826 00:46:37,140 --> 00:46:40,920 and also others that we have mentioned too, 827 00:46:40,920 --> 00:46:45,480 that we don't lose those original meanings 828 00:46:45,480 --> 00:46:50,160 and intentions in that work is really important to me. 829 00:46:50,160 --> 00:46:52,520 I think also recognizing 830 00:46:56,100 --> 00:46:59,373 that I often work in contradictory spaces. 831 00:47:00,420 --> 00:47:02,520 So as much as I wanna hold true 832 00:47:02,520 --> 00:47:07,463 to maybe anti-capitalist politics, 833 00:47:07,463 --> 00:47:10,260 if I'm working in an organization 834 00:47:10,260 --> 00:47:15,260 that is very informed by neoliberal policies, (chuckles) 835 00:47:16,440 --> 00:47:18,000 there's going to be a contradiction 836 00:47:18,000 --> 00:47:20,790 as much as I might want to be anti-capitalist, 837 00:47:20,790 --> 00:47:24,630 that if I'm working in a setting 838 00:47:24,630 --> 00:47:28,800 and I'm getting a wage from working there, 839 00:47:28,800 --> 00:47:31,860 there going to be a contradiction as well. 840 00:47:31,860 --> 00:47:36,060 So I have to as much stay true to these principles 841 00:47:36,060 --> 00:47:38,070 and practices and frameworks 842 00:47:38,070 --> 00:47:40,620 while also being very upfront and aware 843 00:47:40,620 --> 00:47:42,663 of where do I have these contradictions. 844 00:47:46,230 --> 00:47:47,533 - Great. Thank you so much. 845 00:47:47,533 --> 00:47:49,530 - I think that's an excellent point. 846 00:47:49,530 --> 00:47:53,460 And I also wanted to say that I think that prompts me 847 00:47:53,460 --> 00:47:56,760 to also help us keep in mind, you know, 848 00:47:56,760 --> 00:47:59,850 there's no such thing as perfection in that. 849 00:47:59,850 --> 00:48:01,980 Even in our case example, 850 00:48:01,980 --> 00:48:05,553 sort of a lot of the things we talked about, 851 00:48:06,510 --> 00:48:07,860 we also have to keep in mind 852 00:48:07,860 --> 00:48:09,750 the potential that we're often working 853 00:48:09,750 --> 00:48:11,430 in these contradictory spaces 854 00:48:11,430 --> 00:48:16,230 or that our efforts may be barriers 855 00:48:16,230 --> 00:48:18,600 may be placed in front of our efforts 856 00:48:18,600 --> 00:48:20,530 by potential lack of resources 857 00:48:21,450 --> 00:48:26,160 or sometimes our own challenges 858 00:48:26,160 --> 00:48:30,900 in being able to keep these standards 859 00:48:30,900 --> 00:48:33,240 and these ideals in front of us. 860 00:48:33,240 --> 00:48:35,310 And so really it's mostly about 861 00:48:35,310 --> 00:48:38,310 trying to hold ourselves accountable, 862 00:48:38,310 --> 00:48:39,330 hold each other accountable, 863 00:48:39,330 --> 00:48:44,220 do the very best we can to continue to strive toward, right? 864 00:48:44,220 --> 00:48:45,810 Using an intersectional lens 865 00:48:45,810 --> 00:48:49,440 and using anti-oppressive practices as much as possible, 866 00:48:49,440 --> 00:48:52,920 knowing that there will be days where we make mistakes, 867 00:48:52,920 --> 00:48:56,250 where we can't always reach there fully, 868 00:48:56,250 --> 00:48:58,470 but I think it's in the striving 869 00:48:58,470 --> 00:49:03,470 and in continuing to strive that some good work can be done. 870 00:49:04,950 --> 00:49:07,227 - And to add on that, Lisa, like I really think, 871 00:49:07,227 --> 00:49:10,920 and this probably comes back to conversations we've had 872 00:49:10,920 --> 00:49:14,490 around there's a lot that you can do, right? 873 00:49:14,490 --> 00:49:19,490 So when you think about the disability justice principles 874 00:49:20,190 --> 00:49:25,190 that speak to about cross movement organizing and support. 875 00:49:26,310 --> 00:49:28,080 Yeah, right? 876 00:49:28,080 --> 00:49:31,860 There's, we can acknowledge the contradictions, 877 00:49:31,860 --> 00:49:34,923 but we also want to acknowledge what we can do. 878 00:49:37,290 --> 00:49:39,699 - Excellent. Thank you so much. 879 00:49:39,699 --> 00:49:41,647 Another great question in the chat. 880 00:49:41,647 --> 00:49:44,100 "Do you see a difference in the public 881 00:49:44,100 --> 00:49:47,550 or political perception of disability rights 882 00:49:47,550 --> 00:49:50,187 when comparing the United States and Canada?" 883 00:49:58,980 --> 00:50:00,060 - That's a really great question. 884 00:50:00,060 --> 00:50:02,220 I think we've talked a bit about it. 885 00:50:02,220 --> 00:50:03,940 I think it's certainly informed 886 00:50:05,160 --> 00:50:08,193 sort of in terms of some different policies. 887 00:50:09,598 --> 00:50:12,480 I sort of go back to our conversation about, 888 00:50:12,480 --> 00:50:14,880 for instance, the anti-oppressive practice perspective, 889 00:50:14,880 --> 00:50:15,750 which is a perspective 890 00:50:15,750 --> 00:50:20,750 that we don't learn about as much here in the US 891 00:50:21,030 --> 00:50:23,220 and that hasn't come to the core as much, 892 00:50:23,220 --> 00:50:26,400 where I see and have heard from Rose and others 893 00:50:26,400 --> 00:50:31,400 that much more embedded in education and in practice 894 00:50:32,000 --> 00:50:33,633 in the Canadian context. 895 00:50:35,310 --> 00:50:36,600 And we also know 896 00:50:36,600 --> 00:50:40,830 that in thinking about the social model of disability, 897 00:50:40,830 --> 00:50:44,913 a lot of that work came out from outside of the US context. 898 00:50:46,440 --> 00:50:49,957 And so, I think that there are some ways in which the, 899 00:50:51,600 --> 00:50:54,810 in terms of civil rights and in terms of action, 900 00:50:54,810 --> 00:50:57,210 that we as sort of a US system 901 00:50:57,210 --> 00:51:01,230 have a lot to learn from other systems 902 00:51:01,230 --> 00:51:03,213 by virtue of policy and theory. 903 00:51:04,320 --> 00:51:07,001 But Rose, I think from your perspective, 904 00:51:07,001 --> 00:51:10,803 I wonder too, if you have some thoughts on this. 905 00:51:23,159 --> 00:51:25,501 - If I had to speak generally 906 00:51:25,501 --> 00:51:29,130 about what's going on in Canada, 907 00:51:29,130 --> 00:51:33,270 which I'm not a huge fan of generalizing. (chuckles) 908 00:51:33,270 --> 00:51:35,790 We'll make a bit of a generalization here, 909 00:51:35,790 --> 00:51:40,790 is that there has been some promising legislation 910 00:51:44,550 --> 00:51:47,943 coming through in different provinces. 911 00:51:48,930 --> 00:51:53,930 However, even with that legislation in place, 912 00:51:55,230 --> 00:52:00,230 that fundamentally there needs to be a shift societally 913 00:52:01,410 --> 00:52:04,113 around disability and specifically ableism. 914 00:52:05,430 --> 00:52:08,430 That even with some, like I said, 915 00:52:08,430 --> 00:52:13,050 some promising legislation coming into place, 916 00:52:13,050 --> 00:52:16,380 it's not in all provinces, but different provinces, 917 00:52:16,380 --> 00:52:21,380 that there's still a lot of ableism embedded 918 00:52:23,700 --> 00:52:28,700 in so many ways, whether it's personal interactions, 919 00:52:29,790 --> 00:52:31,950 whether it's more systemically 920 00:52:31,950 --> 00:52:36,737 or structurally environmental setups, 921 00:52:37,918 --> 00:52:42,918 accessibility that we have a lot of work to do. 922 00:52:48,968 --> 00:52:50,190 - Great. Thank you. 923 00:52:50,190 --> 00:52:55,110 So you shared this amazing list of resources 924 00:52:55,110 --> 00:52:59,010 at the end of your presentation, but other... 925 00:52:59,010 --> 00:53:01,470 In addition, disability advocates, 926 00:53:01,470 --> 00:53:03,780 especially those working in human services, 927 00:53:03,780 --> 00:53:07,923 you might recommend others learning more about. 928 00:53:10,560 --> 00:53:11,643 - Yeah, absolutely. 929 00:53:12,721 --> 00:53:17,610 Person who I think of is Vilissa Thompson, 930 00:53:17,610 --> 00:53:22,080 and Vilissa Thompson's a clinical social worker, 931 00:53:22,080 --> 00:53:26,460 a disability rights consultant, activist writer. 932 00:53:26,460 --> 00:53:29,310 She founded Ramp Your Voice, 933 00:53:29,310 --> 00:53:32,980 which is an organization focused on promoting self-advocacy 934 00:53:34,020 --> 00:53:36,513 and empowerment among disabled people. 935 00:53:37,740 --> 00:53:40,450 I also think of Leroy Moore 936 00:53:41,970 --> 00:53:46,857 who is author of a book called "Black Disabled Ancestors." 937 00:53:47,806 --> 00:53:51,380 And that I think is really important as well 938 00:53:51,380 --> 00:53:56,380 in thinking about sort of the history 939 00:53:56,910 --> 00:54:01,910 of disability communities and activism and empowerment. 940 00:54:01,920 --> 00:54:06,360 And Leroy Moore founded Krip-Hop Nation. 941 00:54:06,360 --> 00:54:09,474 And so it's using hip hop 942 00:54:09,474 --> 00:54:13,653 as a way of self-expression for people with disabilities. 943 00:54:16,140 --> 00:54:19,290 And so those are a couple of of folks that come to mind, 944 00:54:19,290 --> 00:54:24,290 I think who are engaged in disability justice work. 945 00:54:27,930 --> 00:54:32,930 And I would put before you to consider checking out more. 946 00:54:34,320 --> 00:54:37,770 Rose, I don't know if you have others you might add. 947 00:54:37,770 --> 00:54:42,770 - I was just also thinking here in Ontario 948 00:54:43,470 --> 00:54:46,170 to check out the work 949 00:54:46,170 --> 00:54:49,680 of the Disability Justice Network of Ontario 950 00:54:49,680 --> 00:54:54,280 and some incredible activists here as well. 951 00:54:56,160 --> 00:55:00,420 And the lead organizer, Sarah Jama, 952 00:55:00,420 --> 00:55:05,420 just recently got elected into the Ontario legislature, 953 00:55:06,600 --> 00:55:10,503 so it's very exciting. 954 00:55:13,950 --> 00:55:17,730 - That seems to be all the questions that we have received. 955 00:55:17,730 --> 00:55:22,270 So unless there's a last minute question in the chat 956 00:55:24,330 --> 00:55:25,560 and it doesn't seem to be so. 957 00:55:25,560 --> 00:55:27,930 I just wanna thank you so much, our presenter, 958 00:55:27,930 --> 00:55:32,160 for really this terrific introduction to the topic. 959 00:55:32,160 --> 00:55:34,050 There is so much more to learn, 960 00:55:34,050 --> 00:55:37,530 but you've shared some resources with us. 961 00:55:37,530 --> 00:55:40,260 And again, this webinar was recorded, 962 00:55:40,260 --> 00:55:43,560 so you will be able to see a recording in a few days 963 00:55:43,560 --> 00:55:48,060 by visiting the The Salem State Library Digital Repository. 964 00:55:48,060 --> 00:55:51,330 So thank you again to all of you who attended. 965 00:55:51,330 --> 00:55:55,230 Have a good night, and again, thanks. 966 00:55:55,230 --> 00:55:56,850 This was wonderful. This was terrific. 967 00:55:56,850 --> 00:55:57,683 Thank you. 968 00:55:59,040 --> 00:56:00,450 - Thank you, everyone. 969 00:56:00,450 --> 00:56:01,900 - [Rose] Thank you very much.