Disability Justice Exploration: Examining Interdependence

Disability Justice Exploration: Examining Interdependence Name Institution Course Professor Date Disability Justice Exploration: Examining Interdependence Part 1: The Myth of Independence 1. Reflect on the origins of your understanding of independence. Where did these ideas come from, and how have they evolved? My definition of independence was first taught to me by my parents, particularly my mother, who always ensured that I "stand on your own two feet." Growing up in a household where independence was regarded as a good virtue, I would have believed that independence was doing things independently and rarely seeking help. My industrious immigrant parents had learned how to survive by struggling alone without depending on others, and that lesson was passed on to me in their expectations and actions. I had learned to internalize the idea that asking for help was a failure or evidence of weakness. My mindset about independence changed during high school. Group projects and extracurricular activities taught me the importance of teamwork and interdependence. I learned that success was not always about doing it alone but about when to rely on others. Later, during college, I realized that being independent does not imply locking oneself off but being accountable for one's decisions and being open to advice and counsel. Experience and exposure to various perspectives, including those expressed within media and at university, initiated this improvement. For example, Diana Carson's TEDx talk about her brother Joaquin, who has disabilities, debunked the myth that independence is about doing everything for oneself (Carson, 2017). She talked about the dignity of depending on support systems while maintaining autonomy. This strongly connected with my evolving perception and allowed me to separate independence from total self-sufficiency. 2. Choose specific memories from childhood that reveal how independence has been encouraged and/or challenged in your life. One of my most memorable experiences was when I was nine and stubbornly insisted that I would scramble eggs by myself. My mother sat on the kitchen table, watching but not interfering. I burned the first, spilled milk all over the counter, and sobbed in exasperation until. I finally succeeded, and my mother said, "You figured it out." That is how you do it." That was a moment of empowerment; independence failure was not scolded; it was being taught. Another time was in middle school when I was having trouble with math. Too ashamed to ask for help, I tried to teach myself and fell even farther behind. When I was struggling, my teacher kindly provided extra tutoring. I reluctantly accepted, and the assistance I received made all the difference, saving my life. This experience negated my belief that being independent meant never accepting help from anyone. It taught me that seeking help could be a liberating form of self-advocacy. I also remember babysitting my younger brothers and sisters when my parents worked double shifts. Although I was proud to do this task, it also prompted my maturation. This experience of handling adult-type responsibilities at an early age shaped my understanding of independence as something that implies survival and obligation rather than freedom or self-development. 3. Compare your personal experiences to a broader cultural, historical, or philosophical perspective on independence. What similarities or differences do you notice? Independence is frequently idealized in American culture through symbols such as the cowboy or the self-made entrepreneur figures who push on alone. This myth of culture rings true as a child when working without help is a badge of honor. History and philosophy, however, present a more nuanced vision. Indigenous North Americans, for example, have traditionally held communal living, shared responsibility, and interdependency to be of more excellent value than individualism. These are not the values of my childhood but now align with my adult values. Similarly, the F.A.T. City Workshop reveals how education systems typically overlook the value of adaptive support. It suggests that absolute independence is a product o...