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Representing Youth with Disability on Television
Glee, Breaking Bad, and Parenthood
Series:
Dana Hasson
Representing Youth with Disability on Television is a complex and multidimensional mainstream cultural discourse that examines specific stereotypes in fictional programming. The book draws attention to the group labeled as disabled, which is often marginalized, misrepresented, and misunderstood in the media, by analyzing the popular television programs
Glee, Breaking Bad, and
Parenthood. To obtain a more rigorous account of the way that youth (9–18 years of age) with disability are 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. The text 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 mélange of methodologies used to closely examine the dominant models of disability (social vs. medical) used in the portrayal of disabled youth on television today.
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Shirley R. Steinberg, General Editor
The Critical Qualitative Research series examines societal structures that oppress and exclude so that transformative actions can be generated. This transformed research is activist in orientation. Because the perspective accepts the notion that nothing is apoliti-cal, research projects themselves are critically examined for power orientations, even as they are used to address curricular, educational, or societal issues.
This methodological work challenges modernist orientations and universalist imposi-tions, asking critical questions like: Who/what is heard? Who/what is silenced? Who is privileged? Who is disqualified? How are forms of inclusion and exclusion being created? How are power relations constructed and managed? How do different forms of privi-lege and oppression intersect to affect educational, societal, and life possibilities for various individuals and groups?
We are particularly interested in manuscripts that offer critical examinations of curricu-lum, policy, public communities, and the ways in which language, discourse practices, and power relations prevent more just transformations.
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