Abstract:
This pioneer study aims to investigate the representation of the disabled characters in 40 fictional narratives written for children during the period 1969-2009. The earliest date that a narrative with a disabled character was reached was the year 1969, therefore this research starts in 1969. This thesis strives to investigate the changes in the representation of the disabled during the past 40 years by analysing 40 narratives for children. The image of an isolated “poor cripple” watching other children play behind a window is slowly giving its place to an active child, playing, skating, studying, in short an active member of the society. It is also found that the disableds are being perceived as “different” whereas the early narratives portrayed the disabled as “lacking” or as “less” or “faulty”. The social model approach which places the responsibility on the society to make the necessary changes to include the disabled in the society is only seen in the dreams of the disabled children. However, in two recent narratives it was possible to show buds of a change in this direction. Peer ridicule is discovered as the major problem that agonizes the disabled children. The majority of the narratives show the disabled as receiving help and support although in recent years it was possible to detect characters that are portrayed as equals and that influence the course of the events but they are rare. The narratives were analysed in terms of family, school, peer relations and relations with the outer world. After the analysis of these relations, the final analysis focused on the inner world of the disabled. It was found that it was quite hard to reach the inner world of the disabled because of the secondary positions of the characters within the text. The feelings belong mainly to other characters and how they felt when they encountered a disabled. In cases where the inner world of the disabled was reached the common feeling was a longing for being “normal” and a desire to be accepted as one is.The role of language both as an attitude former and enhancer was also investigated and it was possible to show the effects of the “ableist” subjects language. The use of the language by the “normal” has the potential to create prejudices and biases towards the disabled. The change in the way to adress the individual with a disability from “the crippled-sakat” to “disabled-özürlü”to “handicapped-engelli” was shown in the narratives and the effects of these words on the individuals with disabilities were discussed with examples from the narratives. In conclusion, the discussion suggests that children’s literature should be evaluated carefully in terms of the representation of the disabled, of the language used and of the biases and prejudices created by stereotypic representations.
