Disabled people have an ally problem – Imani Barbarin, Eastern University, US.
The article was a great insight into the ways that people try to be good allies but unintentionally can cause more harm than good. Imani Barbarin writes from the perspective of a black women with Cerebral Palsy and briefly talks about her experience of allies unknowingly being ableist, specifically by talking for people with disabilities or even instead of.
the voices disabled people are overridden by those of abled allies with with mere relational proximity to someone disabled.”
(Shades of Noir., 2020)
Barbarin’s article forces you to recognise that being able to advocate for an issue that may not directly impact you is a privilege. You should be aware of how you are making the world a better and more inclusive place rather than centering your own voice. This also means knowing when to step down and allow people with disabilities to speak about their own experience, wants and needs – not try and speak on their behalf.
The article reminds us that no matter how close you may feel to a person with a disability, your empathy can never emulate their actual experience.
You can bear witness to our daily lives and still not know and still not know what it is like to live like us.” Barbarin urges allies to “pass the mic” and recognises that “disabled people will be the first and last authority on disabled people.”
(Shades of Noir., 2020)
I think about how important it is to think about where you have privilege and how you can be an ally, without being performative. Within my teaching practice, I would encourage students to consider their tone and communication styles when speaking for/ to people with disabilities. I would task them with exercise that would allow them to consider and question what point of view do they take when they are approaching a topic that they may not directly relate to. It is important to make students introspect and be aware of how their work has power and therefore can cause harm to the audiences it engages with. However, I would also want to remind them that having biases are a very human tendency, making mistakes is normal. I would rather them try and make a conscious effort that not want to engage in a topic that may not apply to them as they do not fall within that community. There is a balance between knowing when you are taking up space you shouldn’t and not engaging at all.
Shades of Noir., 2020. Disabled people have an ally problem. Available at: <https://shadesofnoir.org.uk/journals/content/disabled-people-have-an-ally-problem> [Accessed 7 June 2022].
I thought you made a great point about allies, ‘being aware of how they are making the world a better and more inclusive place rather than centering their own voice’. You went on to explain this ‘also means knowing when to step down and allow people with disabilities to speak about their own experience, wants and needs – not try and speak on their behalf.’
My uncle Peter has learning disabilities and is also blind, this year myself and my family have been looking at alternative options for his care, in preparation for when my dad is no longer able to care for him. Coming from a different generation my dads perspective has been to tell Peter what to do rather than ask him. I think this is a hang over from how my grandparents cared for Peter in a time when inclusivity was not a priority. After reading this article and your review I feel more capable to ask Peter to voice his experience to shape the conversation about his care whilst being mindful that my empathy is not a substitute for his experience.
Your example task for students was really helpful too. Considering and questioning your point of view when approaching a topic that students may not directly relate to is something we can all use. This is similar to a framework I have been utilising when opening up conversations about cultural appropriation, I am keen to support students to consider ‘how their work has power and therefore can cause harm to the audiences it engages with’. As you point out it is vital ‘to remind them that having biases are a very human tendency, making mistakes is normal.’ I believe this approach creates a safe and inclusive studio space, a space where students can experiment, explore and develop ideas freely without judgement.