Associations of people with disabilities in Italy: a short history

Voluntary associations of persons with disabilities have played an important role in bringing issues related to disability onto the national agenda in Italy in the absence of effective provision by the state or representation by other bodies, such as the political parties and trades unions. At the same time, the nature of Italy's welfare state – weak, clientelistic, particularistic – and its way of conceiving disability as a set of bodily deficits has also shaped the character of disabled persons' organisations in Italy and the ways in which they have framed their demands and policies. These organisations have tended either to represent fragmented subsets of people with disabilities or, more recently, to form large federations that, while they reflect a more comprehensive understanding of disability, have left some categories of people with disabilities feeling excluded or under-represented     

Universal Access for Universal Value: Creating Disabled Access at Heritage Sites for those with Mobility Impairments

Abstract

In today's society it is recognized that all people, regardless of disability, should be welcomed at heritage sites. As mobility impairments are one of the most common types of disability faced by visitors to heritage sites, this study will look at how the changing views on disability discrimination have affected heritage sites by reviewing current legislation and comparing it with visits to heritage sites in the UK and the US. For this purpose, site visits looking at adaptations for mobility impairments were carried out at fifteen sites in the UK and six sites in the US. There are additionally three case studies: a comparison between a UK and a US early nineteenth-century naval vessel, a site with traditional adaptation methods, and one that has creatively designed access. Overall, both the UK and the US have adopted similar methods for creating disabled access. Yet, the research shows that although many sites have designed some type of access, there is no conformity as to how this access is achieved. In addition, many sites use the loopholes in legislation to ensure that little is changed in the physical material. In the end, it is evident that more must be done to find a compromise between accessibility and preservation.     

Olympic legacy and cultural tourism: exploring the facets of Athens’ Olympic heritage

This study examines the effects of the Olympic Games on Athens’ cultural tourism and the city’s potential to leverage the Olympic legacy in synergy with its rich heritage in order to enhance its tourism product during the post-Games period. In doing so, a qualitative and interpretive approach was employed. This includes a literature review on Athens’ 2004 Olympics to identify the sport facilities and regeneration projects, which constitute the Olympic legacy and heritage. Based on that, an empirical analysis was undertaken, by collecting official documents about the 2004 Olympics, and conducting five semi-structured interviews with tourism/administrative officials. The findings indicate that the Olympiad contributed significantly to Athens’ built and human heritage, revealing the dimensions of new venues/facilities, infrastructure, transportation and aesthetic image of the city, and human capital enhancement. Hence, the Games affected to the multifaceted representation and reconstruction of the city’s identity and cultural heritage. However, the potential afforded from the post-Olympic Athens remains unrealised due to lack of strategic planning/management. The study concludes that there is a need to develop cross-leveraging synergies between the Olympic legacy and cultural tourism for the host city. Finally, a strategic planning framework for leveraging post-Games Olympic tourism is suggested in order to maximise the benefits of Olympic legacy and heritage in a host city’s tourism development.     

Linking Heritage Preservation and Community Development: An Assessment of Grassroots Heritage Based Projects as Vehicles for Socio-Economic Development and Sustainable Heritage Preservation in Zimbabwe

This paper engages the practical aspects of linking heritage, in particular, archaeological heritage, with both individual and community economic development. In recent years, there has been growing realisation that culture, inclusive of cultural heritage, can be both a driver and an enabler of economic development, especially in developing countries. However, few documented examples demonstrate the validity of such arguments. The paper explores some practical examples of how, at the grassroots level, individuals and communities are attempting to exploit archaeological heritage sites as well as other cultural and natural heritage resources for income generation in Zimbabwe. The major thrust of the paper is to assess the manner of use and the viability of such ventures. Since the ability of archaeological heritage to generate revenue and support people around the sites has a direct effect on long-term survival of such heritage, ultimately, the paper contributes to the discourse on linking heritage and economic development as well as the theme of sustainable heritage preservation.     

全景技术在文化遗产传播领域的应用前景展望

全景摄影的虚拟现实技术在奥运、世博传播工作中得到了成功应用,该技术的发展为文化遗产的虚拟展示开辟了新的平台。结合数字奥运、掌上世博项目实例,详细叙述了工作流程和成果,对全景技术的应用价值有了逐步的估量,进而对该技术在文化遗产传播领域尤其是"数字博物馆"项目的应用进行了可行性分析,并对潜在问题提出了新的思路。     

城市运动会比赛项目设置演变过程研究

综合运用文献资料法、比较分析法、逻辑分析法和数据统计法对历届城市运动会的比赛项目进行了系统的分析。结果表明：早期城市运动会设置的比赛项目都是奥运项目,但随着城市运动会的不断发展,武术也成为比赛项目;城市运动会比赛项目设置分为起步、发展和巩固三个阶段;城市运动会的规膜呈不断扩大的趋势。     

Measuring Accessibility for People with a Disability

This paper discusses some of the inherent problems associated with measuring accessibility for people on a landscape of surfaces, barriers, and travel modes. Along with this discussion we propose a new perspective for measuring accessibility with a focus on people with differing abilities. Even though our focus is on people with a physical disability, such an approach can be easily extended and is able to be generalized to other needs and differences. Traditional measurements of accessibility are flawed, as they fail to directly account for mobility and physical differences among people. They ignore structural barriers and individual mobility limitations that affect travel time, effort, and even successful completion. To make sense of this dilemma, we propose an accessibility measurement framework that includes measures of absolute access, gross access, closest assignment access, single and multiple activity access, probabilistic choice access, and relative access. Most of these measures of access have been proposed by others, but our framework attempts to codify an approach that helps to overcome weaknesses in using only the absolute access measurement currently used in ADA compliance. Such measures can be used to map accessibility as well as to help select the mitigation or renovation projects that yield the greatest increase in accessibility for people with disabilities. We argue that for many urban and building design problems providing absolute access for people with physical disabilities should be accompanied by the use of a relative access measurement, so that removing barriers can be done in the order that provides the greatest improvement in access for a given level of expenditure.     

The Americans With Disabilities Act as Engine of Social Change: Models of Disability and the Potential of a Civil Rights Approach

The Americans With Disabilities Act, based on the civil rights/minority group and independent living models of disability, may enhance access to health care, personal assistance, employment, the electoral process, and smoke-free environments for people with disabilities. However, this essential law cannot resolve these key issues. Supplemental theoretical and policy approaches will be necessary to promote fundamental change.     

Effect of a Disability Course on Prospective Educators' Attitudes Toward Individuals with Mental Retardation

Prospective educators who completed a course about social work with disabilities were participants in a study that investigated whether attitudes toward individuals with mental retardation (MR) would be enhanced by the information provided in the course. The quasi‐experimental design of the study involved a control group together with a pretest and a posttest, and several demographic and experiential variables. The study used a version of the Mental Retardation Attitude Inventory‐Revised that Kandari and Salih (in press) adapted for the Kuwaiti culture. Results revealed that the course did not influence students' attitudes toward individuals with MR. The authors discussed the findings in relation to determining the changes needed in the course's curriculum and evaluating the information provided for prospective educators in order for them to support the integration of individuals with MR into mainstream society. Throughout history, society's attitude towards individuals with Mental Retardation (MR) has been predominantly negative. Society has created an ‘out‐group’ of people who may be seen as less than human because they are disadvantaged in terms of some abilities and characteristics such as intelligence, self‐consciousness, and the ability to have human relationship that the majority of its citizens possess. The history of segregation of individuals with MR has reinforced this notion by adopting the term ‘handicap’ or ‘disability,’ which signifies the presence of an inherent difference between them and other people. Such segregation can negate the fact that one is a human being; depriving him\her of enjoying the benefits afforded to those without disabilities (Philip, 1992). Smith (1981) provides an example of the danger of society's beliefs about individuals with MR as being less than human. He brings to attention that fetuses with Downs syndrome are usually aborted because, when they are born, they would not meet certain minimum requirements for being human. They would be severely mentally retarded and uneducable, and would thus be a burden on their families and society. The danger of such beliefs is that individuals with MR may begin to internalize these inaccurate assumptions and thus tend to fulfill the society's expectations (Phillip, 1992). Over the last few decades, a strong movement in special education and related human services fields toward ‘normalization’ has given people with MR more opportunities to participate in various activities with people without disabilities. Changes in the provision of services to persons with disabilities have focused on increased inclusion in educational, employment, and social arenas (Antonak & Livneh, 1988). However, barriers, including the attitudes of educators, employers, co‐workers, and others, still stand between persons with MR and full inclusion (Geskie & Salesk, 1988). In Kuwait, the law of the disabled (13\96) assures the right of persons with disabilities to be included in different settings (e.g., schools, workplace, social activities, and wider community). Although Kuwaiti government has shown growing interest in the integration of individuals with MR, the chances of these individuals to integrate into mainstream society would depend on the attitudes of others (e.g. students, prospective educators, teachers, co‐workers, social workers, professionals) toward them. These attitudes, as found in many Western studies (e.g. Antonak & Harth, 1994; Gordon, Tantillo, Feldman & Perrone, 2004) are for the most part negative, which may contribute to negative outcomes on the part of individuals with MR (Byon, 2000, Special Olympics, 2003). For example, Parent, Hill and Wehman (1989) found that non‐disabled co‐workers focused on the disabled personal characteristics rather than specific job competencies. The impact of these negative attitudes may have significant consequences for both social and vocational lives of persons with MR. Mest (1988) have found that negative attitude leads to self‐isolation of persons with MR. Rusch, Hughes, Johnson and Minch (1991) found that stigma negatively affected social relationships between workers with MR and their peers without MR. As literature has shown, the provision of educational and social opportunities for individuals with disabilities can be legislated, but acceptance from other people cannot be ensured. Experts agree that complete integration and acceptance of individuals with disabilities might happen following long‐term changes in attitudes (Beattie, Anderson & Antonak, 1997). According to Langer's (1989) theory of ‘mindfulness’, changing people's attitude depends on providing enough information relevant to the problem of interest. People change their understanding of concepts based on their becoming mindful of them. Taba (1966) suggests that concepts' formation involves three stages: (1) Identifying information relevant to a problem, (2) grouping information on the basis of some similarity, and (3) developing categories and labels for the groups (Taba, 1966). With regard to MR, people might change their attitudes if they are encouraged to identify the construct of MR and then group subsequent information with enough details to form groups of categories without simply stereotyping. This is because people usually stereotype others and judge them without enough information and reflection (Langer, 1989). Thus, only continued mindfulness toward individuals with MR can eliminate stereotypical thinking and lead to their acceptance as fellow human beings in various settings. Gordon, Feldman, Tantillo, and Perrone (2004) suggested that greater awareness of disability issues results in improving social attitudes about disabilities and helps in removing attitudinal barriers. Henry, Keys, Balcazar, and Jopp (1996) also found evidence that training in inclusion philosophy increases awareness associated with positive inclusion's attitudes among staff members who work in mental disability settings, when compared to general population. There is some evidence showing that as they gain more information about individuals with MR and their conditions, their attitudes become more positive (Lawrence, Glidden & M‐Jobe, 2006; Sadek & Sadek, 2000). Conaster and Block (2001) found that instructors who taught aquatics classes to students with disabilities felt able to handle their academic coursework and experiences during the academic year. Teachers who felt competent had also more favorable beliefs and positive attitudes toward individuals with disabilities. In a related finding, Irish physical educators showed significant positive attitudes related to their previous experiences in teaching students with mild‐moderate MR (Meegan & Macphail, 2006). Folsom‐Meek and Rizzo (2002) claimed that educational preparation helps to enhance attitudes toward working with individuals with disabilities. Castoria (1986) found that understanding of the intent and concept of mainstreaming, and adequate‐to‐good training emerged as positive factors that influenced elementary and junior high school teachers' attitudes toward youngsters with special‐needs. Based on the above arguments, perceptions and attitudes of prospective educators can be enhanced by the provision of appropriate coursework related to disabilities. Otherwise, prospective educators would continue, like many people, to believe that individuals with MR are not capable of dealing with the everyday facets of life (Hunt, 2004). More seriously, educators may feel uncomfortable dealing with students with MR who happen to enroll in their classes. A study of community attitudes in one state of Australia found that up to 86% of respondents reported feeling ‘uncomfortable’ when interacting with individuals with disabilities (Enhance Management, 1999). Another study (European Commission, 2001) found that 40% of Europeans reported feeling ‘uneasy’ in the presence of people with disabilities. The coursework would thus help to increase prospective educators' willingness to work with individuals with MR, interact with them, and support their integration into society (Horne, 1985). Lack of interest and negative attitudes on the part of prospective educators may directly influence their abilities to interact with individuals with MR in a disability‐related job (Schlachter & Duckitt, 2002). Hatton, Emerson, Rivers, Mason, Swarbrick and Mason (2001) claimed that lack of interest in MR by staff members (e.g., social workers, counselors) usually discourages them from dealing with individuals with MR, and may result in their leaving the job. Although researchers (e.g. Hatton, Emerson, Rivers, Mason, Swarbrick and Mason, 2001; Larson and Lakin, 1999) found that low salary and high job stress can lead staff members to leave their jobs, Osborne and Williams (1982) indicated that lack of interest in MR was the major reason of leaving the job among social workers. Providing coursework related to disabilities increases prospective educators' awareness of disability. Gaining this awareness, they can identify and counter inequality of opportunities for individuals with MR, inaccessibility of resources, and other environmental influences that add to their powerlessness. Prospective educators usually play an active role in social change and in changing public opinion. The awareness of the disability would help them to change society's response to persons with MR, as it is affected less by public policy and more by the prevailing societal attitudes. Myers, Ager, Kerr, and Myles (1998) suggested that increasing people's awareness of individuals with disabilities would present them as having worth and value as human beings no matter how they may differ from what society considered the “norm”. Prospective educators need to become aware of handicapist language, stereotypes, and prejudices that exist in literature so that they might better promote understanding and appreciation of people with disabilities. A course dealing with disabilities would be helpful for educators to encourage understanding by accurately and respectfully portraying well‐adjusted and productive individuals with MR, due to the fact that most literature presents and reinforces prejudicial and stereotypical images of characters with MR (Catlett, Martin, and Craig, 1993; Marsh, 2003). As part of the graduation requirements, Kuwait University requires prospective educators in the Social Work Department to take courses that focus on provision of educational, social and health services to special needs groups, such as the Social Work With Disabilities (SWWD) course which has two broad goals: (a) To increase prospective educators' knowledge of individuals with disabilities, and (b) to improve prospective educators' skills to deal with individuals with disabilities in the jobsites. These goals are accomplished through a combination of presenting information, guest speakers and direct contact with the instructor. Although the course deals with different types of disabilities (learning disabilities, MR, behavior and emotional disorders, and physical disability), the present study focuses on MR and students' attitudes toward them. In a study of Ahmad (2004) in Kuwait, findings showed that 40% of respondents in 15 workplaces related to mental disabilities reported a shortage of Kuwaiti professionals (social workers, counselors, psychologists) who work with the individuals with MR, and 46.7% of them reported lack of volunteers who are in direct contact with those individuals. Most research on attitudes toward MR in educational settings has focused on assessing attitudes of individuals (e.g., Lyons & Hayes, 1993; Corrigan, Green, Lundin, Kubiak, & Penn, 2001), with little attention given to effective strategies to promote positive attitudes toward individuals with MR. The assessment of attitude of prospective educators and whether it is affected by the SWWD course is important for several reasons. First, as educators, we have the opportunity to evaluate the course with regard to an important learning outcome. This evaluation could lead to a deeper analysis of the students' learning needs, and modification of the course's performance objectives, instructional materials, instructional strategies, and assessment strategies (Miller, 1996). Second, knowing whether the course has an effect on changing students' attitude would thus help professionals and social service providers to know whether educators would have the potential to contribute to or hinder the independence of persons with MR (Antonak & Livneh, 1988). Third, as the service model in Kuwait begins to emphasize the role of persons with MR in designing and requesting services that foster independency, the role of prospective educators in this process is likely to be affected by their attitudes as an intervening variable or variable that might indirectly influences behavior (Miller, 1996). Negative attitudes, as an intervening variable, might not directly cause negative behavior toward individuals with MR, but is likely to affect behavior in an indirect way, and hence affect the opportunity for inclusion in the lives of persons with MR. Attitude can motivate behavior in either a dynamic or directive manner (Miller, 1996). The broad question of the present study was: Would teaching the SWWD course improve prospective educators' attitudes toward individuals with MR? The present study investigated this question by assessing the attitudes of prospective educators (experimental group) toward individuals with MR before and after studying the course. The study also assessed the attitudes of another group of students (control group) who were, at the same time, taking another course. The present study anticipated that the attitudes of prospective educators toward individuals with MR would become positively different, as they gain more information about MR during the course of study. We thus hypothesized that taking the SWWD would improve attitude of a prospective educator toward people with MR.     

Gendered death risks among disabled individuals in Sweden

This study follows around 500 disabled individuals over their lifespan to examine their risks of dying in 19th-century society, in comparison to a reference group of non-disabled people. The aim is to detect whether people, due to their disability, had a higher probability of meeting an untimely death. We use Sweden’s 19th-century parish registers to identify people the ministers defined as disabled, and to construct a reference group of individuals who were not affected by these disabilities. By combining the deviance theories from sociology studies with demographic sources and statistical methods, we achieve new insight into how life developed for disabled people in past societies. The results suggest that disability significantly jeopardized the survival of individuals, particularly men, but also that the type of disability had an impact. Altogether, we can demonstrate that the disabled constituted a disadvantaged but heterogeneous group of people whose demography and life courses must be further researched.     

Averting loss aversion in cultural heritage

According to Daniel Kahneman’s theory of loss aversion in behavioural economics and decision theory, people tend to prefer strongly avoiding losses to acquiring gains of the same value. A recently proposed alternative explanation of the same behaviour is inertia. In this paper, I am heuristically transferring these observations from the realm of economics to the realm of cultural heritage. In the cultural heritage sector of the Western world there has long been a preference for avoiding losses over acquiring gains of the same value. Maintenance of the status quo of cultural heritage is typically perceived as being superior to loss or substitution. However, social anthropologist Tim Ingold recently advocated a view that challenges this preference for loss aversion by considering both people and buildings as something persistent, continuously re-born, and constantly growing and going through a process of ever new creative transformations. By appreciating heritage objects as persistent and continuously being transformed in ongoing processes of change, growth and creation, the preference for loss aversion can be averted and a more dynamic view of cultural heritage be adopted that is better able to work through cases and examples like those presented in this paper.     

The diplomacy of extra-territorial heritage: the Kokoda Track,Papua New Guinea

The global interest in the memory of war in recent decades has brought challenges in managing and conserving extra-territorial war heritage: that is, sites of memory that have a greater significance for people outside the sovereign territory in which the sites physically reside. This article considers this issue in relation to the Kokoda Track in Papua New Guinea, a site of central importance in the Australian national memory of war. The successful conservation of the Track throws new light on the practice of heritage diplomacy. Working mostly outside the more commonly explored arena of global heritage governance, the Australian and New Guinean governments employed bilateral diplomacy to manage domestic stakeholder expectations, and thereby identified a convergence of interests and mutual gain by linking heritage protection with local development needs. They have also encouraged the construction of a narrative of the events of World War II that in some respects might be described as shared. Thus, heritage diplomacy is underpinned by a transnational consensus about the heritage’s significance, at least at the government level, which arguably divests the Kokoda Track of its exclusively ‘extra-territorial’ quality.     

Heritage and archaeology in Chitral,Pakistan: exploring some local views and issues

The present article presents the results of a recent (2009) survey of understandings and attitudes to heritage and culture in Chitral, Pakistan. Chitral has two main ethnic-religious groups: the Muslim Kho and the Kalasha, who are the largest non-Muslim minority group in the Hindu Kush. Very little is known formally of Chitral history and prehistory beyond the last 200–300 years, and this has led to a relatively set list of heritage and cultural events or traits being iterated by local people and outsiders alike. With a growing emphasis on tourism and development in Chitral we think that it is important for local people to have understanding and control of what is and is not presented as heritage here, and also how heritage might be appropriately preserved. We also touch on the tensions between a powerful majority and a less powerful minority group, and the impact such an unequal relationship has on heritage.     

城市运动会比赛项目设置演变过程研究

综合运用文献资料法、比较分析法、逻辑分析法和数据统计法对历届城市运动会的比赛项目进行了系统的分析。结果表明:早期城市运动会设置的比赛项目都是奥运项目,但随着城市运动会的不断发展,武术也成为比赛项目;城市运动会比赛项目设置分为起步、发展和巩固三个阶段;城市运动会的规模呈不断扩大的趋势。     

Spaces of Wellbeing for People with Learning Disabilities

Abstract

There is a growing interest in the geography of health in the concept of ‘wellbeing’, as it provides a fuller understanding of health, builds in embodied experiences, and accounts for the socio-spatial relations and contexts that shape health. The paper sets out the case for using ‘wellbeing’ to rethink the poor health outcomes experienced by people with learning disabilities, which conventional tools of healthcare and health promotion have failed to address. Shifting the focus of concern from the individualised objective ill-health of people with learning disabilities to a broader sense of emotional and social wellbeing and happiness, the paper argues that there is potential within learning disability spaces and networks for wellbeing to flourish, through greater self-determination and presence in and attachment to local places. The outcome is people with learning disabilities being able to find stability and build resilience in difficult bodily and social circumstances.     

Heritage landscapes compared/contrasted,contested/interpreted,lost/won

The landscape concept plays a growing role in anthropology and archeology, especially for discussions of “heritage landscapes.” Landscape has long been a central theme in geography, but with democratized Geographic Information Systems (GIS), that theoretical legacy can be overlooked. Critical theory based on international examples shows that heritage landscape designation is socio-politically charged, with indigenous voices often drowned out by those of experts representing governments, international agencies, and industry. Study of North American archeological bison-kill sites as landscapes long predates “formally named landscape archeology”, but their protection and interpretation remain challenging. Involvement of indigenous people in heritage landscape preservation is inadequate and must be strengthened.     

Running with the ball? Making a play for sport heritage archives in Higher Education contexts

For considerable time, academia (in particular, the Humanities) has been in an intellectual, economic and pragmatic par des deux with the culture and arts sector (in this case, heritage, museums and archives). In many ways, given their respective pursuits of scientific enquiry and learning, valuable contribution to a knowledge economy, commitment to public enlightenment, and exploration of critical and creative endeavour, a relationship between the sectors makes sense. Unity notwithstanding, the relationships have become increasingly now influenced by (en)forced contextual constraints (e.g. government policy development and intervention, neoliberal market forces, structural and ideological shifts in funding acquisition and allocation, patronage changes and demands, and/or individual political priorities). Drawing on education and heritage scholarship, and theoretical frameworks of sport culture spaces, this paper examines efforts undertaken at one specific Higher Education establishment in the United Kingdom in which institutional agendas (vis-à-vis historical and cultural foci, encouraging ‘impactful’ academic activity, brand exposure, economic efficiency, and community engagement) have contoured, and become entwined with, an embryonic sport heritage and archive project. Recalling similar arrangements elsewhere, the aim of this case study is to explore how the wider education and cultural policy context have precipitated an increasingly symbiotic and dependent relationship between university and cultural/arts initiatives. The paper considers how the impetus to develop a sports-based (basketball) heritage archive and study centre reflects the current fragilities of the two sectors, yet, concomitantly, reveals the potentials that might be developed from fostering greater intellectual and pragmatic alliances. The paper concludes by advocating the practical, political and ideological usefulness of network formation, sustainability measures and continued cross-sector dialogue.     

Claiming disability in the field of geography: Access,recognition and integration

The topic of physical disability has long been neglected in the field of geography. Geographers have challenged this neglect by undertaking studies of, for, and by persons with disabilities. This paper extends that challenge by examining the roles that disability and persons with disabilities play within the field of geography itself. The recognition and integration of persons with disabilities includes concerns with physical access, but also requires an examination of the institutional means by which geography departments, publications and conferences have worked and can work to challenge ableism: the neglect of disabled people's lives and perspectives. After centuries of exclusion, the recognition and integration of disability into society will surely be an issue of profound importance in coming years. We need geographers prepared and willing to study these processes.     

Structural boundaries that effect the representation of gender and disability in works of fiction from the United States and United Kingdom

Abstract

Discussions of intellectual disability are found in medical journals, published biographies, and disability research. However, outside the realm of medicine or personal reminiscence intellectual disability struggles for spaces of social, historical, cultural and imaginative representation. This article addresses these struggles for space and specifically focuses on the imagined space of narrative fiction. Being imagined spaces they should easily be able to accommodate people with disability, and yet, very few characters with intellectual disability are represented or more importantly have agency in narrative fiction. Drawing on work from feminist geographies and literary geographies this article addresses the limiting narrative structures that have been used against fictional characters who have a disability and ways authors may move beyond these limitations. Reconciling feminist geographies and literary geographies allows new critical spatial knowledge around disability to emerge. It is not enough to write characters with disabilities into narrative fiction if the structures surrounding them remain limiting and prejudiced. This article discusses the three main limiting structures in narrative fiction: character representation, narrative voice and genre. Looking at narrative fiction through feminist and literary geographies reveals how these limiting structures function as power hierarchies, and importantly, shows how these imposed structures can be subverted and changed.