Adapting Doctor Who: it's time for change

The fan debate on associating disability with evil lacks nuance.

Harry Gibbins

Harry Gibbins is a doctoral researcher at the University of Aberdeen. His PhD concerns the intersection between autism and Christian ministry.

Davros, an alien leader sits in the lower half of a Dalek.

Davros: leader of the Daleks.

In an interview with behind-the-scenes show Doctor Who Unleashed, returning showrunner Russel T Davies had this to say about how iconic Doctor Who baddie Davros was to be portrayed in a mini-episode produced for charity event Children in Need last year.

“We had long conversations about bringing Davros back, because he's a fantastic character, time and society and culture and taste has moved on. And there's a problem with the Davros of old in that he's a wheelchair user, who is evil. And I had problems with that. And a lot of us on the production team had problems with that, of associating disability with evil. And trust me, there's a very long tradition of this.”

He continues to explain that this led the production team to depict Davros differently. Gone is the facial scaring, the wheelchair, the robotic eye, and the mechanical hand. Now, as Davies explains, Davros is seen through a lens in which disability stops being a way of identifying evil.

“This is our lens, this is our eye. Things used to be black and white, they’re not black and white anymore, and Davros used to look like that and he looks like this now.”

Davies’ comments caused somewhat of a split online with some fans. On the one hand, Davies is continuing a tradition that can be traced back to his previous work on Doctor Who between 2005 and 2010. For example, he purposefully wrote Billie Piper’s character Rose Tyler as working class to cut against the gain of the prim-and-proper received pronunciation of previous companion characters. Perhaps Davies was tired of the limited scope of once again portraying the villain as disabled. Just as he didn’t want another female companion who lacked agency and depth, depiction of Davros as disabled simply wouldn’t fit with this modern incarnation of the show. On the other hand, in his comments, Davies seems to suggest that if this character ever appears again, he will not be disabled, even if it contradicts previous storylines, retroactively removing this part of the character as if it was never there to begin with.

Davros isn’t evil because he’s disabled, so why is Davies so hellbent on changing something that wasn’t an issue to begin with?

But is Davies’ efforts necessary? Reddit user u/Bowtie327 suggests that Davros’ disability isn’t important, “I can’t say I ever even drew a connection around Davros, being evil, and being disabled”, whilst another user u/PenguinHighGround claims that as a disabled person themselves they found him “weirdly inspiring, his (sic) goals are abhorrent, but he didn’t let his physical issues limit him”. X user @Dadros3 highlights how, as a wheelchair user, Davros has become a sort of science-fiction icon. He euphemistically states that “evil comes in all forms, all races, all genders, all abilities, and all disabilities. We cannot stand by and allow the cancellation of something for fear of offence that doesn’t exist”.

We are starting to see where the conversation heads; there are worries of by simply removing disability from the equation no effort is made to necessarily further the cause of disabled representation in media. Similarly, Davros isn’t evil because he’s disabled, so why is Davies so hellbent on changing something that wasn’t an issue to begin with? Whether it's that Davros’ disability wasn’t noticed by a majority able-bodied audience, or that his evil ideology has nothing to do with being disabled, Davros should stay put!

What becomes clear is that the changes made to depicting Davros is a product of the philosophy of change that is woven into the show’s DNA.

There’s a nuance that I believe has been missed by these arguments, a nuance that speaks to the philosophy that underpins what has led Doctor Who to last so long. I do not believe that Davies is suggesting that we pretend that harmful depictions of disabled people didn’t happen. Rather, this is a progression of a core part of Doctor Who.

Doctor Who encompasses change. Whether it’s the titular character’s face changing every few years, new story motifs coming and going, or even entirely new production teams, change is what keeps the Doctor Who machine whirring. It is clear that in this new era of the show that Davies is looking for a sort of fresh start. That is what keeps Doctor Who alive, and I think it’s what can make it such a great show. The ability to, despite its long history, still tell a new story. Times where I think the show has suffered has been when it has tried too hard to emulate what has come before.

This is a good opportunity to look back at how disability has been characterised in the media. It is good to sit with this tension even if we didn’t notice it and even if we don’t necessarily take offence. Interestingly, in the brief discussions Davies has had in the behind the scene footage he never mentions offence, nor does he want to attribute blame onto anyone for depicting a wheelchair user in such a way. Instead, he looks forward, just as we do as an audience. Forwards to opportunities to encapsulate the real lived experiences of disabled people, not only and narrowly looking at it as a way of identifying the baddie. Speaking to Doctor Who Magazine in 2022, casting director Andy Pryor stated that he is actually intentionally trying to cast more disabled actors claiming that “If you can’t cast diversely on Doctor Who, what show can you do it on?”. This is even reflected in the set design, with the TARDIS now being completely wheelchair accessible. What becomes clear is that the changes made to depicting Davros is a product of the philosophy of change that is woven into the show’s DNA.

The original 1975 story ‘Genesis of the Daleks’, in which Davros first appears, is still available to watch on BBC iPlayer; no attempt has been made to alter the original to remove the problematic depiction of disability. These stories are still there for us to watch and learn from, not to pave over and pretend they didn’t happen. Perhaps this means Davies and the rest of the production team at Bad Wolf will be cautious about featuring Davros again. What we can say is that Doctor Who is a unique icon in the television space in the way it demonstrates how we respond to change.

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.