Assistant Professor, Social Studies
Publications and Further Research Outputs
Michael Feely, Assemblage analysis: an experimental new-materialist method for analysing narrative data, Qualitative Research, 2019
Christine Magee, Tomás Murphy, Margaret Turley, Michael Feely, Edurne García Iriarte, Roy McConkey and Inclusion Ireland, 19 Stories of Social Inclusion - Ireland: Stories of Belonging, Contributing and Connecting, Dublin , National Disability Authority , 2019
Catherine O'Leary & Michael Feely, Alignment of the Irish legal system and Article 13.1 of the CRPD for witnesses with communication difficulties, Disability Studies Quarterly, 38, (1), 2018
Aoife Price & Michael Feely, Participation in a youth mental health organisation: impacts on resilience of young people , Children's Research Digest, 4, (1), 2017, p55 - 60
García Iriarte, E., O'Donoghue, M., Keenan, P., &l Feely, M., A Literature Review to Inform the Development of a National Framework for Person-Centred Planning in Disability Services, Dublin , Health Service Executive & National Disability Authority, 2017
Michael Feely, Disability Studies after the Ontological Turn: A Return to the Material World and Material Bodies without a Return to Essentialism , Disability & Society, 2016, p1 - 21
Michael Feely, Sexual surveillance and control in a community based intellectual disability service , Sexualities, 2016
Michael Feely, IQ, Speciation and Sexuality: How Suspicions of Sexual Abuse are Produced within a Contemporary Intellectual Disability Service, Somatechnics, 5, (2), 2015, p174 - 196
Michael Feely, Intellectual Disability and the Sexual Surveillance Assemblage, Missing Links: The Somatechnics of Decolinisation, Linkoping University - Sweden, 17-19 June
DescriptionDisability; intellectual disability; supporting self-advocacy; sexuality; gender; social theory; critical theory; Foucault; Deleuze.
- Supporting Adults with Intellectual Disabilities to become Co-lecturers in the School of Social Work and Social Policy: An Experimental Participatory Action Research Project
- The principle of striving to include people with intellectual disabilities in mainstream education and research is now wholeheartedly embraced by the disability rights movement, by the social work profession, and by Trinity College. The disability rights movement adopted the slogan 'NOTHING ABOUT US WITHOUT US' decades ago, insisting that people with disabilities should have a role in developing and shaping policy and research relevant to their lives (Charlton, 1998). Mirroring this, over recent years, the social work profession has also embraced inclusion and participation, establishing these as ethical imperatives in all aspects of practice, including education and research (CORU, 2010). Finally, Trinity College has, for some time, been at the cutting edge of including people with intellectual disabilities in mainstream third level education. Trinity's pioneering Certificate in Contemporary Living, in particular, has allowed hundreds of adults with intellectual disabilities to attend, and participate in the student life of, the university. Moreover this innovative course has also served as a model for third level institutions throughout Ireland (and abroad) to emulate, which has - in turn - allowed many more adults with intellectual disabilities experience student life. In keeping with the inclusive aspirations of the disability rights movement, of the social work profession and of Trinity College, and in attempting to break new ground in inclusive teaching and research, our project's aims and objectives are: 1. To provide adults with intellectual disabilities with the opportunity, and the necessary support, to become co-lecturers and co-researchers and to experience academic life in Trinity. 2. To provide undergraduate social work students with the opportunity to learn best practice for supporting adults with intellectual disabilities from adults with intellectual disabilities. 3. To research the experiences of adults with intellectual disabilities as they become university educators, as well as the experiences of the students they teach, and to publish the findings of this research in relevant peer reviewed journals. 4. To provide an example of innovative and inclusive teaching that could serve as a model for other departments in Trinity that prepare students to work with adults with intellectual disabilities and other marginalised groups.
- Funding Agency
- CAPSL: Trinity Teaching Innovation Grants
- Date From
- Date To
Awards and Honours
Trinity Teaching Innovation Award
PhD passed with 'no corrections'
DEL PhD Scholarship (Queen's University)