Why words matter: the role of language in empowering, or stigmatising, individuals in society

Marnie Mitchell, a Masters student in Disability Studies, discusses the importance of carefully considering the language with which impairments are discussed in society so that individuals are put first.

Words should be used to put an individual, not assumptions about impairment, first.

(Photo by Etienne Girardet on Unsplash)

The impact of language used within education is an often overlooked element of professional practice. Mallett and Slater (2014) argue “The language we use has material impact upon the ways and the extent to which people are treated and valued.”.

Disability Studies scholars often analyse language, drawing on the connotations of the words that frequent the everyday language both in education and wider society. Language is continually changing, differing widely in alternate historical and cultural contexts (Slorach, 2015). Bolt (2014) suggests that the words we use are interconnected with our belief system and attitudinal values. the more humanised ‘person first’ or ‘identity first’ approach to language. This language empowers the individual and contributes to the notion that an impairment does not override the individual.

‘Identity first’ language encourages individual empowerment, allowing for each person to choose how they would like to be represented and counteracting societal oppression (Dunn and Andrews, 2015). In using language that does not align with person-first or identity-first approaches, oppression may be reinforced through reducing an individual to the label they have been given. This also may reinforce or create stigma, defined by Goffman (1963) as the definitions of desirable and undesirable characteristics for individuals to possess. This aligns with the concept of ‘Normalcy’ with the expectation of a ‘normal’ body and a ‘normal’ way of thinking or perceiving. This then creates the effect of othering on those with labels or impairments, deeming them to be non-conforming to societal expectations.

The Social Model of Disability was introduced by the Union of the Physically Impaired against Segregation UPIAS (est. 1972), a disabilityled organisation. The Social Model contributed to an overhaul in the language used to identify individuals who are disabled by society. The Social Model differentiates between the term impairment and disability, placing the responsibility for removing or preventing barriers on society, as opposed to the individual (Cameron, 2014). With this new model, came a change from the use of ‘impairment first’ language to

Caslin (2014) discusses the idea of labels leading to negative associations with learners by educational institutions and staff members, this has the potential to create prejudices or attitudinal barriers, for example, low expectations leading to a self-fulfilling prophecy. The need for classification or labelling continues to thrive within the education system, fuelled by the need for additional support or resources that are inaccessible without a label. This recurring issue is particularly influential in the educational lives of students with a label or impairment (Caslin, 2014) creating either further barriers or potential solutions to the barriers presented within education.

To conclude, it is paramount that the language used throughout education and general society is deeply considered to ensure that it is promoting the empowerment of all individuals without contributing to further prejudice or societal injustice.

References

Bolt, D (ed.) (2014), Changing Social Attitudes Toward Disability: Perspectives from Historical, Cultural, and Educational Studies, London: Taylor & Francis Group, Available from: ProQuest Ebook Central. [29 October 2022].

Cameron, C. (2014) The Social Model. In: Cameron, C. eds. Disability Studies. London: Sage Publications, pp.137-140.

Caslin, M (2014). Behaviour, emotion, and social attitudes The education of ‘challenging’ pupils. In: Bolt, D. Changing Social Attitudes toward Disability: Perspectives from Historical, Cultural, and Educational Studies, Routledge, New York, 2014, pp. 162–171.

Dunn, D.S. and Andrews, E.E., (2015). Personfirst and identity-first language: Developing psychologists’ cultural competence using disability language. American Psychologist, 70(3), p.255.

Goffman, E. (1963) Stigma: Notes on the management of spoiled identity. S.l.: Penguin Books.

Mallett, R. and. Slater, J. (2014) Language. In: Cameron, C. eds. Disability Studies. London: Sage Publications, pp. 91-94.

Slorach, R. (2019) A Very Capitalist Condition a History and Politics of Disability. Johanneshov: MTM.

UPIAS (1975) Fundamental Principles of Disability [online] At: http://disabilitystudies. leeds.ac.uk/files/library/UPIAS-fundamentalprinciples.pdf [Accessed 29 October 2022].

Keeping your eye on the goal: some tips on making university work for you

Rebecca West, second year student in Education and Criminology, shares her experiences of changing degrees, housing, and on working hard and having fun.

University is a daunting place for a young adult. Everyone tells you that there is no need to be nervous and that everybody is in the same boat. However, when your family leaves you in your room ready for your solo adventure, the next step is scary.

In my experience, when I arrived at university for the first time in September 2020, I was lucky that the halls that we were residing in were small and open so it was easy to mingle. My first year was during COVID-19 so in a way, we were forced to make friends within the halls and get along.

At the end of the teaching year in 2021, I decided to change my degree and start a different course, Education and Criminology, so I re-did first year (Level C) from 2021-2022. This academic year, I was living in accommodation with nine other people and this was intimidating as we shared one kitchen and one communal area. This was a mistake for me. Luckily, two of my best friends lived in a smaller house so I stayed with them most of the time. However, I was stuck in the peer pressure of needing to go out and party all the time. This can be an incredibly destructive mind-set and, for me, I was lucky that I realised selfdestruction with enough time in the year to make a change.

A few of the incredible things which we did in our halls included a brunch, many themed nights, and simply always spending time together. I have some amazing memories from the year but I got lost in the chaos and went with the flow, losing sight of what I really wanted.

You have to choose houses for second year (Level I) after only two months at most and personally, I rushed this decision and simply wanted to replay all the good times we were having. I changed my mind over where I wanted to live the following year but the contract had already been signed and I had to battle with the housing company in order to change my plan despite telling them the full truth surrounding my mental health. So, just be aware and read the small print of the contracts and, as negative as it may sound, always prepare for the worst and anything positive following that is a bonus.

I was able to change house in the end, and I picked up my grades and finished the year solidly which I am so happy about. I could not have made this selfimprovement without the help of my tutors, boyfriend and my family and for everything I have gone through, I am eternally grateful.

Upon a review with my personal tutor, he told me that before my lifestyle change, he was considering getting me kicked off the course for lack of engagement but that he is proud of how far I have come from that. This was an eye opener for me as I was not aware that other people could see the wasted potential.

I do not regret any of the amazing memories that I have made whilst at university, I just wish that I had kept sight of what was important to me and the reason we all attend university which is to develop ourselves and gain a degree which we are proud of.