Bringing ancient disabilities and the emotions associated with them to present-day disabled people - their own stories in the past

在学术和流行文化中，人们坚持认为古希腊对残疾的态度是敌对的。杀害残疾婴儿的做法被广泛提出（Penrose 2015: 509）；还有一种观点认为，残疾是上帝不高兴的结果（Garland 2010: 59-61; Penrose 2015: 510）。然而，这种悲观的观点遭到了一些学者的反驳（Rose 2003; Sneed 2018）。我的目标是建立在这个不断发展的残疾奖学金，并通过将其与情感研究相结合，获得对希腊残疾人生活的新见解。这项研究的结果将应用于外展环境，并涉及与残疾人一起工作。我还将研究博物馆中“古代残疾人”的叙事基调和可及性。主要目的是让人们看到“他们过去的故事”，同时探索对残疾的情绪是否具有跨文化性。该项目的第一部分调查了古希腊人（非残疾人和残疾人）对残疾人和残疾人的看法。这项研究将涉及可追溯到公元前7世纪至公元前4世纪的多种证据来源。这些将包括书面来源（铭文，哲学，文学，演讲，医学和法律文本）和物质文化（雕塑，罐子，许愿和建筑）。所提出的问题将探讨残疾的文本和视觉语言，不同的生活情况，以及残疾人的不同待遇，在所有的复杂性。我将以开创性的“揭示情感”项目（PI Chaniotis 2012-21）为基础，该项目研究了以前未在情感研究中考虑过的古代资源，并提供了新的方法。我的研究将进一步将这些方法纳入残疾人。为此，我提出了一种尚未在经典中实施的跨学科方法——应用残疾研究的理论，并将它们与情感研究的概念结合起来。通过情感的镜头来看待残疾，将揭示希腊人对残疾人所采取的不同的拒绝和/或接受策略，以及后者的身体和身体体验（他们的化身）是如何被感知的。我的项目的第二部分向参观者传达了第一部分的结果，并评估了古代残疾在当今教育环境中的表现，特别是博物馆。它将检查当代残疾游客对古代残疾的接受情况，以及博物馆是否采取了适当的细致入微的方法。我将参观博物馆，亲自研究藏品，发表关于古代残疾的演讲，并与残疾人组织研讨会和讨论，提出一种新的（更好的）展示残疾的方式。这将以大英博物馆2020年的研究为基础，探索他们收藏的残疾历史，并继续之前在经典作品中融入残疾人的工作——比如迪西的《在课程中嵌入平等和多样性》（2015年）和她的《给自闭症儿童带来神话》（2009-21年）项目。残疾人是经典作品中代表性不足的弱势群体（Leonard & Lovatt 2020; Sharples 2019）；通过与他们合作，该项目旨在挑战目前关于他们在该领域以及学术界之外的地位和重要性的假设。

In scholarship and popular culture, the idea persists that attitudes towards disability in ancient Greece were hostile. The practice of killing disabled babies is widely proposed (Penrose 2015: 509); as is the belief that disabilities were the result of divine displeasure (Garland 2010: 59-61; Penrose 2015: 510). This pessimistic outlook has, however, been rebutted by some scholars (Rose 2003; Sneed 2018). I aim to build upon this ever-evolving Disability scholarship and, by integrating it with Emotion Studies, gain new insights into the lives of disabled people in Greece. The results of this research will be applied in an outreach setting and involve working with disabled people. I shall also examine the narrative tone and accessibility of the 'ancient disabled' in museums. The main objective is to make visible 'their stories in the past' while exploring whether emotions towards disability are cross-cultural. The first part of the project investigates how people in ancient Greece (non-disabled and disabled) felt towards disabled persons and disabilities. The research will engage with multiple sources of evidence dating to ca. 7th -4th century BC. These will include written sources (inscriptions, philosophical, literary, oratorical, medical, and legal texts) and material culture (sculpture, pots, votives, and architecture). The questions asked will explore the textual and visual language of disability, different life situations, and different treatments of disabled persons, in all its complexity. I shall build on the pioneering Unveiling Emotions project (PI Chaniotis 2012-21), which examines ancient sources not previously considered in Emotion Studies and provides new methodologies. My research will take these approaches further to incorporate disabled persons. To do so, I propose an interdisciplinary approach that has not yet been implemented in Classics - applying theories from Disability Studies and combining them with concepts from Emotion Studies. Seeing disability through the lenses of emotions will reveal the different rejection and/or acceptance strategies that the Greeks practised towards and by their disabled populace as well as how the latter's bodies and bodily experiences (their embodiment) were perceived. The second part of my project communicates the results of the first part to visitors and evaluates the presentation of ancient disability in present-day educational settings, specifically museums. It will examine the reception of ancient disability by contemporary disabled visitors and whether museums have adopted an adequately nuanced approach. I will conduct museum visits to study collections first-hand, deliver presentations on ancient disability, and organise workshops and discussions with disabled people to propose a new (better) way of displaying disability. This will build on the British Museum's 2020 study exploring the history of disability in their collection and continue previous work on the inclusion of disabled people in Classics - such as Deacy's Embedding Equality and Diversity in the Curriculum (2015) and her project on bringing myth to autistic children (2009-21). Disabled people are an under-represented and disadvantaged group in Classics (Leonard & Lovatt 2020; Sharples 2019); by working with them, the project aims to challenge the current assumptions about their place and importance in the field, and beyond academia.