Slide 25 Freud and the Nazi Invasion of Vienna

Slide 25 Freud and the Nazi Invasion of Vienna

As the Nazis entered Vienna in 1938 Freud resisted moving to London because of his dependence on his doctors. He stated:

Slide 26 Assisted Suicide

Freud’s condition continued to deteriorate and in 1939 he felt he could not continued to see patients and decided he could no longer carry on.

Slide 28 Historical Models of Disability

Moral Model

Medical Model

Minority Model

Slide 29 Moral Model

Freud thought of the ego as a body ego, and the self as a wound healed over – a scar.

Slide 30 1911 Chicago Statute

Prohibited any “person with disease, maimed, mutilated, or in any way deformed so as to be an unsightly or disgusting object, or improper person to be allowed in or on the public ways or in public places in this city or to expose himself to public view.”

Longmore, 1993

Slide 31

Freud and other psychiatrists of this period were regarded by many, including Kinsey, as thinly disguised moralists who served as agents of social control.

Slide 32 Medical Model

Views disability in terms of how to fix or cure the condition so that the person can assimilate into the able bodied majority.

Slide 33 Minority Model

Physical appearance and health status play no role when talking about disabilities.

Slide 34

Illustration of a woman in neck shackles from Sigmund Freud: Analysis of A Mind, 1995, A&E Television Networks, Color and B&W, 50 minutes, DVD

Slide 35 New “Biopsychosocial” Model

health conditions

personal factors

environment

Slide 37 What Do You Think?

Do you think a woman with paraplegia would want to appear in an “Adult” entertainment magazine?

Slide 38 Photo of Ellen Stohl and the text “Meet Ellen Stohl”

Slide 39 Photo of a Playboy magazine cover with a women wearing a thong and text stating “ Beach Party! 20 Pages of sun, surf & sex.”

Slide 40 Two Photos of Ellen Stohl

Photo 1 of Ellen Stohl lying partially naked in a very sexy fashion

Slide 41 Question

Do Freud’s attitude and theories towards women, disability, and sexuality conflict with those of Ellen Stohl?

Slide 42 Was Freud Disabled?

Smoked 20 cigars a day

Slide 43 Contact Information

Beverly L. Frantz, EdD

Criminal Justice & Sexuality Coordinator

Institute on Disabilities, Temple University

Direct: 215-204-5078

Main/TTY: 215-204-1356

Fax: 215-204-6336

Email: bfrantz@temple.edu

Lesson 6 Jane Jacobs and the Death and Life of Great American Cities.

Slide 1 The Death and Life of Great American Cities: In the Sidewalks and the School Yard for Whom?

Diane Nelson Bryen, PhD, Professor Emerita, Temple University

Slide 2 Setting the Stage: Questions to Ponder

2. As a young child (4 to 8 years old), where did you meet and develop your friends?

3. What important lessons about life did you learn in the streets, sidewalks, and in your neighborhood schoolyards?

Slide 3 Preface: Some Important Facts about the Disability Community

54 million Americans with Disabilities

(source: US Census)

Disability does not equate to disease or illness

Changing understanding of the construct of disability

Slide 4 Like other minority groups, people with disabilities have been ….

Sterilized, euthanized, and exterminated

Poorly educated with high rates of school drop out

Disability is both a cause and consequence of income poverty

Devalued and marginalized

Denied access to quality healthcare and education

Intersect with other minority groups

YET, like other minority groups, have a long and rich history unknown to many

STILL, largely invisible as a community

Disability as Diversity

Slide 5 Like people of color, women, and other cultural groups

Disability Studies needs to be integrated into the university humanity’s curriculum

Needs to be integrated into:

Literature

Religion

Political science

Architecture, Engineering, and Computer Science, City Planning, and

Much more…

Why we have introduced into Mosaic I and II

Slide 6 “Death and Life of Great American Cities”

Premise: Much about life and culture is developed on the “streets” and [in neighborhood schools]

Slide 7 And yet…. People of color and people with disabilities continue to be segregated

… in the sidewalks and neighborhood streets

For People of Color based on racism and economics

For People with disabilities based on ablism and the design of spaces that are inaccessible

Slide 8 Solutions? Education?

Purpose of Education? To maintain the status quo or to transform society towards greater equity and democracy?

Slide 9 Separate and Unequal?

Striving for the Right to Education

Until 1852, there was no compulsory public education - only wealthy educated

Until 1954, U.S. Supreme Court decision in Brown v. Board of Education -- segregation of African American students

Until 1975, with the passage of IDEA, students with disabilities did not have the right to a free and public education.

What did the sidewalks and schoolyards look like?

Slide 10 However, despite legislation (more than 50 years)

Cartoon showing an inaccessible bus and a child in a wheelchair. Bus driver says “Sorry Mrs. Jones. When we said All the kids were going, we didn’t mean Johnny.” Caption of the cartoon says “Leave No Child Behind?”

Slide 11 Still Today ……….

Disproportionate placement of students of color in classes for students with disabilities is among the biggest problem areas in special education. (Still creating separate spaces??)

In Pennsylvania, (Still creating separate spaces??)

Slide 12 Given Jane Jacobs’ principles for sustaining great cities… What changes would you suggest for creating safe and inclusive neighborhoods?

Create neighborhoods designed to contain a diverse range of jobs

Create neighborhoods that are walkable

Create neighborhoods that are diverse in use and population

Design for the pedestrian and accessible transit as well as the car

Cities and towns should be shaped by physically defined and universally accessible public spaces and community institutions

Ensure that students with disabilities are supported in their education in neighborhood schools

Slide 13 Returning to Questions to Ponder …….

Can we design communities/neighborhoods that are accessible for ALL?

Can change occur from the top down (mandates, civil rights legislation? Policy directives)?

How might we reconcile Jacobs’ position on sustaining old buildings with the concept of accessibility/diversity?

How, if at all, does Jane Jacobs address these questions?

Slide 15 More Questions to Ponder as you walk through Temple’s Campus…….

1. Look at the physical environment at Temple University and see how the campus has combined the old (older than 100 years) and the new (new than 25 years).

2. Given the physical environment (buildings, artifacts, photos), does Temple’s physical environment welcome all diverse groups? If so, how? If not, who is possibly excluded or marginalized, and why?

Disability Studies texts available through Amazon

About the Authors

Diane Nelson Bryen, PhD

Dr. Bryen is Professor Emerita of Education at Temple University. She is also the former Executive Director of the Institute on Disabilities, Pennsylvania’s University Center for Excellence in Disabilities and co-founder of the Disability Studies Pro gram at Temple University. She has published widely on the right to communicate, criminal justice and people with disabilities, and inclusive education. She is the Principle Investigator and Director of the demonstration project, Ensuring Higher Education Opportunity for All.

Beverly Frantz

Dr. Frantz is the Sexuality and Criminal Justice Coordinator at Temple University’s Institute on Disabilities and coordinates training, technical assistance, curriculum development, and data collection on healthy sexuality and criminal justice issues for individuals with intellectual and developmental disabilities. She is widely published on personal safety/sexual abuse curricula. Dr. Frantz works on issues related to sexuality and disability with self-advocates, educators, and criminal justice professionals. She serves on the faculty of the National Institute on the Prosecution of Sexual Violence, the Pennsylvania Victim Assistance Academy, and is a Vera Institute of Justice Associate. She holds MS degrees from Villanova University and the London School of Economics and is currently a doctorate in Human Sexuality with a concentration in disabilities.

Ann Keefer

Ann Keefer is currently a Project Coordinator at Temple University’s Institute on Disabilities, where she oversees the day-to-day operations for the Institute’s US Department of Education grant for demonstration projects. In addition to developing and delivering lectures on vulnerable populations and medical testing, disability and PTSD in Khaled Hosseni’s A Thousand Splendid Suns, and disability during the Enlightenment for Temple’s Mosaic: The Humanities seminars, she helped design and deliver a new module for Temple’s Human Resources program “Diversity Goes to the Movies” focused on disability in the media. She earned a PhD from SUNY-Buffalo and is an expert on disability and illness life writing.

Joshua Lukin

Josh Lukin earned his PhD in English from SUNY Buffalo and now teaches in the First Year Writing Program at Temple University, where he also belongs to the Interdisciplinary Faculty Committee on Disability. His scholarship in disability studies includes two reference articles in the Encyclopedia of American Disability History  and “The Resistant Body:  Disability, History, and Classical Heroism in Whitehead's Apex Hides the Hurt” in an anthology on teaching contemporary African American literature. Josh has been a keynote speaker at the Pennsylvania Association of Rehabilitative Facilities, where he lectured on “Understanding Race and Disability”: he has also given guest lectures at Temple on “Disability in Protest Songs and Blues” and “Narrative Prosthesis in Raymond Chandler Films.” Josh is a member of the Modern Language Association’s Committee on Disability in the Profession and has been on two disability-themed MLA panels.

Carol Marfisi

Carol  Marfisi is a senior instructor at Temple University's Institute on Disabilities. She earned a master's degree in Counseling Education from the University of Edinboro and a B.S. in Psychology from Scranton University. She lectures throughout Temple University on disability-related issues.. Ms. Marfisi is teaches course in the graduate certificate Disability Studies program and Temple University’s undergraduate “gen ed” program. She is an active lecturer in Ensuring Higher Education Opportunity for All.

Jeremy Schipper, PhD

Jeremy Schipper is an Associate Professor in the Department of Religion at Temple University. Dr. Schipper’s research focuses on the Hebrew Bible (Old Testament). He is particularly interested in the Former Prophets (Joshua-2 Kings) and the portrayal of disability in the Hebrew Bible and related ancient Near Eastern texts. His books include  Disability and Isaiah's Suffering Servant (Oxford University Press, 2011); Disability Studies and the Biblical Literature. Co-edited with Candida Moss (Palgrave Macmillan, 2011); This Abled Body: Rethinking Disability and Biblical Studies. Co-edited with Hector Avalos and Sarah Melcher (Society of Biblical Literature, 2007); Disability Studies and the Hebrew Bible (T & T Clark, 2006).