Emerging Complexities: One College’s Efforts at a Film Series on Disability Association on Higher Education and Disability (AHEAD), Session #2.6 Andy Christensen Carleton College
Disclaimers This is anecdotal, not data driven Carleton College has not yet put on entirely successful programming about disability using film The presenter believes that much can be learned from shared experiences Questions and interruptions are encouraged
How We Got Here Began job three years ago “This Is My Story” Stories of varying quality and length Very homogeneous group Very personalized and individualized A lot to ask of students Not intellectually rigorous Fine. Come up with something better.
Why Show a Film? As disability bias is about perception, film provides a unique window on the experience. “Showing” rather than “telling” “Temple Grandin” Quick series of related visual images Film can be an efficient and social way of conveying information More in-depth than individual testimonials Discrete activity that supervisors can appreciate Students like film
The Objective Film is a social medium and disability is a social construct No single film will adequately convey the disability experience Provides context for your own thinking and procedures on your campus
How Often Should We Sponsor Disability- Related Activities on Campus? Fewer events, but really make them count Once a year Only need to come up with four events, as student body will have changed over entirely by the fifth year Related: Should programming coincide with designated “Awareness” weeks or months?
Campus Partnerships Cinema and Media Studies (CAMS) is an Academic Department at Carleton Student Wellness Advocates (SWAs) promote a variety of wellness programming on campus throughout the year
Words We Liked… Respectful Honest Complex Messy Real
Film #1: Who would go to a disability movie? A “disability movie” or a “movie with disability”? Brand new movie v. Casting an old favorite in a new light Food: If you serve it, they will come
Finding Nemo Everyone has seen it and loved it Not typically thought of as a movie about disability Nemo’s fin Dori’s memory issues Part of full characters Parental attitudes toward disability Matter of fact
Pro’s and Cons Big turnout People liked the film and the food How much impact was had on thinking about disability?
Film #2: What are we trying to say about disability? People with disabilities have the same wants and desires as people without disabilities Being a happy and healthy person with a disability doesn’t depend on finishing first
“Thicker Than Water” Tony, an 11-year-old boy Loves to play ice hockey Has hemophilia Playing last year before checking is allowed
“Thicker Than Water” Family finds a way to honor his desire Toughest thing for a parent to do is watch their son or daughter put themselves at risk Movie models regular ambitions of person with a disability AND parents trying to make their kid feel as much like any other kid as possible
Words We Liked (reprise) Respectful Honest Complex Messy Real
The Event Flew filmmaker in for discussion Reserved state-of-the-art theater A fraction of the turnout that we had for Nemo
Ideas for the Future We like our message; more students need to hear it Is this an educational activity or a social activity? Should students be involved in selecting the movie? What kind of programming is the best fit for your campus?
Other films to think about The Best Years of Our Lives Three hour movie from the 1940’s about veterans returning from World War II Murderball People with disabilities can be as obsessive about sports and as horny as everyone else There’s Something About Mary Many images of disability in the film, but how progressive are they?
About “Thicker Than Water” 2009 72 minutes Director: Bradley Rappa (
The Big Picture Know your campus Build partnerships Challenge your students Film is social, disability is social, decisions about film and disability should be social Deliberations can be as beneficial as the actual screening
Questions and Comments Andy Christensen