This autoethnographic thesis offers a compelling exploration of disability through the historical lens of my disabled childhood experiences, challenging conventional approaches to understanding and addressing school violence against disabled children. Initially, this autoethnography was conceived as an examination of the contexts in which disabled children face bullying within a framework of education. It has evolved into critically assessing traditional bullying narratives and underlying assumptions.
The thesis argues that framing bullying solely within educational and psychological paradigms reinforces a problematic bully/victim binary, inadvertently perpetuating the medical model of disability. By combining disability theory with lived experiences, this research posits that the bullying of disabled and neurodivergent children transcends simplistic educational or psychological explanations.
Rather than viewing bullying as a consequence of individual psychological flaws requiring ‘fixing,’ this study advocates for a more nuanced understanding. It considers broader sociocultural assumptions about disability, aiming to shift the discourse from a pathological approach to one that recognises the complex interplay of sociocultural factors.
This research contributes to the field by offering an insider perspective on the multifaceted nature of bullying experienced by disabled children. It challenges existing paradigms and calls for a reconfiguration of how we conceptualise and address bullying, moving towards creating genuinely inclusive and safe environments for all children.
Content Warning: This thesis discusses sensitive topics, including sexual abuse, physical and psychological abuse, humiliation, and extreme acts of violence against a disabled child within educational settings. Reader discretion is advised.
