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Dana Hasson Department of Integrated Studies in Education McGill University, Montreal March, 2015 A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy © Dana Hasson, 2015 Table of Contents Abstract………………………………………………………………………... …. iii Résumé……………………………………………………………………….... …. iv Acknowledgements…………………………………………………………….…. v Chapter 1: Introduction/Critical Ethnography………………………………... 1 Chapter 2: Literature Review…………………………………………………… 35 Introduction……………………………………………………………….......... 35 The Importance of Looking at Disability and the Media………………………. 36 Disability Studies and the Disabling Image……………………………………..40 Chapter 3: Popular Culture, Television, and Youth………………………..….. 57 Historical Overview………………………………………………………......... 57 Chapter 4: Critical Pedagogy in Education and the Saturation of Media in Culture and Its Impact on Youth…………………………………. …. 72 Chapter 5: Content Analysis of Data…………………………………………… 85 Chapter 6: Thematic Analysis of Data…………………………………………. 98 Chapter 7: Discussion of Content Analyzed………………………………… …. 128 Chapter 8: Findings and Implications for Pedagogy…………………………… 143 Chapter 9: Conclusion............................................................................................ 160 References………………………………………………………………………… 167 Appendix A: Bullying Scenes in Parenthood…………………………………… 191 Appendix B: Bullying Scenes in Breaking Bad……………………………........ 208 Appendix C: Bullying Scenes in Glee…………………………………………… 218 ii !"#$"%"&'(&)*+,-'.*/('.*0(%12(3('4*,&*5"3"6(%(,&!"#$$%&'($)*+,-&').%&),.& /)($,0122. Abstract This thesis examines the representation of disability in popular culture, specifically TV. This representation is a complex and multidimensional mainstream cultural discourse that produces specific stereotypes through fictional programming. Attention is drawn to the group labeled as disabled, which is often marginalized, misrepresented, and misunderstood in the media. To obtain a more rigorous account of the way that youth (9–18 years of age) with disability is framed on television, this analysis examines the following issues: how research on popular culture is contextualized within social theory; the theoretical perspectives on representations of disability in popular culture; and the various contexts, genres, media, representations, and definitions of youth with disability in popular culture. This research also outlines the historical growth of disability, which is crucial for a discussion regarding the changing dimensions of popular culture. Critical hermeneutics, content analysis, and methodological bricolage are the melange of methodologies used to closely examine the dominant models of disability (social vs. medical) used in the portrayal of disabled youth in popular culture, specifically TV. iii Résumé Cette thèse examine la représentation de la déficience dans la culture populaire, plus précisément à la télévision. Celle-ci présente un discours culturel grand public complexe et multidimensionnel véhiculant des stéréotypes pointus au moyen d’une programmation de fiction. L’accent est mis sur le groupe désigné comme « déficient » étant fréquemment marginalisé, mal représenté et incompris au sein de ce média. Afin de procéder à une démonstration plus rigoureuse qui illustre comment les jeunes (de 9 à 18 ans) vivant avec une déficience sont présentés à la télévision, cette analyse étudie les problèmes suivants : la façon dont la recherche sur la culture populaire est contextualisée au sein de la théorie sociologique; les perspectives théoriques sur les représentations de la déficience dans la culture populaire; et les contextes, les genres, les médias, les représentations et les définitions divers propres aux jeunes vivant avec une déficience dans la culture populaire. Cette recherche souligne également la croissance historique de la déficience qui est essentielle afin d’engager une discussion sur les dimensions changeantes de la culture populaire. L’herméneutique critique, l’analyse de contenu et le bricolage méthodologique sont l’ensemble de méthodologies employées pour étudier attentivement les modèles dominants de la déficience (sociale et médicale) utilisés dans la représentation des jeunes vivant avec une déficience dans la culture populaire, principalement à la télévision. iv Acknowledgments The function of education is to teach one to think intensively and to think critically. Intelligence plus character—that is the goal of true education. — Martin Luther King, Jr. This dissertation would not have been possible without the love, support, and encouragement I received from my husband Sam, my children Liam and Ella, my parents Jack and Randi, my second parents Marcel and Soly, my brothers Jeremy and Cory, Julie, Shane David, Nancy, Kayla, Dylan, and friends (you know who you are). It also is crucial for me to recognize my late grandparents Leon, Eva, Ike, and Mollie; they were instrumental in my development and have inspired me in more ways than I thought possible. My grandmother Eva will never know how much she turned my life around as I watched her face challenges and push through adversity (surviving the Holocaust and living through an amputation) to prove to herself and her family that she would not be beaten down but lifted up. My grandfather Leon, a Holocaust survivor as well, always expressed his wish for his grandchildren to pursue education and take it as far as it could possibly go. As a man who never had that opportunity because of his circumstances, it was his biggest dream, and I hope that I have fulfilled his wish and have made him proud. My grandparents Ike and Mollie always only saw the best in their grandchildren and fed us with kindness and unconditional love that transformed into our realization of what it means to treat people with kindness, respect, and the v purest form of love. Only now am I beginning to realize how much my family has sacrificed so that I could reach for the stars and push through what has been a challenging, yet incredibly rewarding time in my academic/personal life. I do not have words to adequately describe my deep gratitude for all they have provided me, although I hope to show them in the years to come. I have benefited greatly from the mentoring of Dr. Shirley Steinberg, Dr. Steve Jordan, and Dr. Karen Gazieth—their comments and exceptional efforts to make my work the best it can be will always be treasured and appreciated. Dr. Steinberg was instrumental in helping me to carry out a study relating to critical disability and pedagogy as I reflected on my past experiences and interests in both media studies and critical disability studies in education (CDSE). I developed a tremendous desire to learn and understand this multifaceted topic of study. I am truly indebted to her for fostering the same pursuit and fascination in me and, of course, for her assistance and advice during my years as her student. Dr. Jordan has been a patient, helpful guide who never gave up on my efforts. I also would like to acknowledge Wayne Egers who had an uncanny ability to help me to express my thoughts and ideas into what has resulted as the final product. It has taken many years and a lot of patience and persistence to bring this research to fruition. In essence, I hope that this dissertation will make an impact in the field of critical disability and media studies. I hope that it will open the door for further exploration and understanding of a topic that has been marginalized for so long. I am hopeful that we are living in a time where diversity and acceptance is the norm and people are seen as people not objects, with varying strengths and abilities. vi Chapter 1: Introduction/Critical Ethnography The Personal is the Public: My Story Stereotype assumptions about people with impairments are based on superstition, myths and beliefs from earlier less enlightened times. They are inherent to our culture and persist partly because they are constantly reproduced through the communications media; books, films, television, newspapers and advertising. (Barnes, 1991, p. 45) Who am I? How do I situate myself in my writing and what life experiences have brought me to this point in life? What affect do I want my work to have in my field and beyond? In Qualitative Inquiry, Butler-Kisber (2010) asks, “Who we are as researchers, our research identities, changes with time and experience, just as our everyday identities do” (p. 19). I believe that our experiences (especially early in life) mold us into the individuals we will become and give us a strong foundation for what hopefully will turn our passion into substance. Who I am affects my research, and I chose to consider my own positionality as I introduce this work. Delving deeper into the reasons as to why I have devoted so much time and energy to this field will become apparent as I weave together my past to make sense of my present. As a point of entry, I will use the opening quote about stereotypes and myths about disability from Barnes (1991). I believe that this quote represents my burning desire to research a topic that falls under the radar so frequently, yet is fundamental to understand because of the impact it has on those who often are denied a voice in which to express their truth. 1 In developing the research question for this topic, I had to observe, reflect, and ask questions of the questions already posed and stay true to myself in the process.