Against the rules - disrupting and reassessing discursive practices of playfulness

The article dissects approaches to playfulness with persons with learning difficulties. It questions the intersection of dis/ability and play by reassessing (who determines) the role of play in people with dis/abilities' lives with a focus on discursive practices of belittlement and diagnosing, as well as the positive potential in play, such as empowerment in an inclusive game session. As part of an international research project, we facilitated an open play session and gathered data by recording it and the reflective discussions that followed. The research methodology follows a Grounded Theory approach, using Situational Analysis to map the empirical material. Initiating play and negotiating rules proved relevant throughout initial mapping. Additionally, the question of whether and how discursive practices of belittlement and diagnosing were reproduced, disrupted, and reassessed took centre stage. The findings show that both discursive practices of belittlement and positive potentials of play surfaced throughout the open play session. Points of interest Play can break barriers and be practised inclusively. 'Powerful people tend to feel, do and say things in the way they are used to. In this article we call that 'dominant norms and discursive practices'. 'One of the things they are used to doing is to treat people with disabilities as children. We call that 'belittling'. We need to be alert and self-critical, without shame, in trying to feel, talk and act inclusively. Together we can change how we used to feel, do and say things and enable inclusion and empowerment.