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Table 4 Sub-human vs Human construct: Dehumanisation-Recognition

From: Persons with disabilities as experts-by experience: using personal narratives to affect community attitudes in Kilifi, Kenya

Sub-human Human
Dehumanisation Object Person Recognition
‘I have seen one and he was “kiwete” (crippled) and had to use a wheelchair to move from place to place.’ [WG5–1] ‘There are the “bubu” (dumb) and “kiziwi” (deaf).’ [CHW2–1] ‘There is a boy who has been nicknamed “Kahindi Kadzitswa” (Kahindi with a small head).’ [CHW9–1] ‘You find that his body has grown like that of an animal.’ [CHW10–1] ‘when I pass by there I raise my hand to greet him and he responds by doing that also.’ [WG6–1] ‘he feels he is just like the other normal people, he is not neglected and he is the first person to get the news.’ [CHW10–1] ‘…it is important that the community should know that persons with disabilities are not ‘viwete’ (crippled), they are people who lack something in their body formation.’ [CHW3–2] ‘We should know that we are all human beings created by the same God. Whoever gave us all the limbs is the one who also denied them the limbs.’ [WG7–2]
Shame Empathy
‘…locks the child up in a house and when she is being given food she pushes the food to her using a stick….’ [CHW2–1] ‘There is a boy down here who is tied using chains on his feet.’ [CHW2–1] ‘… she is left at the bed the whole day and the whole night. She is just fed and be left there.’ [WG9–1] ‘I learned that there is need to have good regard for them like any other person. If there is need you teach him something, teach him. We can also learn from them; they can teach us that even this one I can do. [WG4–2] ‘They know how to work. When they ask for a job, don’t look at their disability. Look at his abilities; look at what he can do. .’ [WG1–2]. ‘I was close to him and he held my hand and I felt that he was strong. So I learned that he also has emotional feelings.’ [CHW5–2]