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The staff are your friends : Intellectually disabled identities in official discourse and interactional practice.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The staff are your friends : Intellectually disabled identities in official discourse and interactional practice. / Antaki, Charles; Finlay, W.M.L; Walton, Chris.
In: British Journal of Social Psychology, Vol. 46, No. 1, 03.2007, p. 1-18.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Antaki, C, Finlay, WML & Walton, C 2007, 'The staff are your friends : Intellectually disabled identities in official discourse and interactional practice.', British Journal of Social Psychology, vol. 46, no. 1, pp. 1-18. https://doi.org/10.1348/014466606X94437

APA

Antaki, C., Finlay, W. M. L., & Walton, C. (2007). The staff are your friends : Intellectually disabled identities in official discourse and interactional practice. British Journal of Social Psychology, 46(1), 1-18. https://doi.org/10.1348/014466606X94437

Vancouver

Antaki C, Finlay WML, Walton C. The staff are your friends : Intellectually disabled identities in official discourse and interactional practice. British Journal of Social Psychology. 2007 Mar;46(1):1-18. doi: 10.1348/014466606X94437

Author

Antaki, Charles ; Finlay, W.M.L ; Walton, Chris. / The staff are your friends : Intellectually disabled identities in official discourse and interactional practice. In: British Journal of Social Psychology. 2007 ; Vol. 46, No. 1. pp. 1-18.

Bibtex

@article{f6a791b05d5149f2b9e71f5d7e3833bc,
title = "The staff are your friends : Intellectually disabled identities in official discourse and interactional practice.",
abstract = "Talk between care staff and people with learning disabilities may reveal a conflict between official policy and actual social practice. We explore a case in which care staff are in the process of soliciting residents' views on {\textquoteleft}relationships{\textquoteright}. Ostensibly, this is an empowering part of a group meeting, meant to help the residents understand their relationships with the people around them, and to value those which are positive. However, the talk mutates from solicitation to instruction and, in doing so, provides a vivid case of people with learning disabilities being attributed social rights more limited than is consistent with institutional service policy. We unpack the play of category membership in this episode to illustrate how conflicting agendas can lead to the construction, even in ostensibly empowering encounters, of identities actively disavowed at the level of official discourse.",
author = "Charles Antaki and W.M.L Finlay and Chris Walton",
year = "2007",
month = mar,
doi = "10.1348/014466606X94437",
language = "English",
volume = "46",
pages = "1--18",
journal = "British Journal of Social Psychology",
issn = "0144-6665",
publisher = "John Wiley and Sons Ltd",
number = "1",

}

RIS

TY - JOUR

T1 - The staff are your friends : Intellectually disabled identities in official discourse and interactional practice.

AU - Antaki, Charles

AU - Finlay, W.M.L

AU - Walton, Chris

PY - 2007/3

Y1 - 2007/3

N2 - Talk between care staff and people with learning disabilities may reveal a conflict between official policy and actual social practice. We explore a case in which care staff are in the process of soliciting residents' views on ‘relationships’. Ostensibly, this is an empowering part of a group meeting, meant to help the residents understand their relationships with the people around them, and to value those which are positive. However, the talk mutates from solicitation to instruction and, in doing so, provides a vivid case of people with learning disabilities being attributed social rights more limited than is consistent with institutional service policy. We unpack the play of category membership in this episode to illustrate how conflicting agendas can lead to the construction, even in ostensibly empowering encounters, of identities actively disavowed at the level of official discourse.

AB - Talk between care staff and people with learning disabilities may reveal a conflict between official policy and actual social practice. We explore a case in which care staff are in the process of soliciting residents' views on ‘relationships’. Ostensibly, this is an empowering part of a group meeting, meant to help the residents understand their relationships with the people around them, and to value those which are positive. However, the talk mutates from solicitation to instruction and, in doing so, provides a vivid case of people with learning disabilities being attributed social rights more limited than is consistent with institutional service policy. We unpack the play of category membership in this episode to illustrate how conflicting agendas can lead to the construction, even in ostensibly empowering encounters, of identities actively disavowed at the level of official discourse.

U2 - 10.1348/014466606X94437

DO - 10.1348/014466606X94437

M3 - Journal article

VL - 46

SP - 1

EP - 18

JO - British Journal of Social Psychology

JF - British Journal of Social Psychology

SN - 0144-6665

IS - 1

ER -