scholarly journals Investigating Students’ Reception and Production of Normalizing Discourses in a Disability-Themed Advanced Composition Course

2015 ◽  
Vol 35 (2) ◽  
Author(s):  
Hilary Selznick
Keyword(s):  
Disability Studies ◽  
Social Issues ◽  
Ethnographic Study ◽  
Written Feedback ◽  
Critical Disability Studies ◽  
Written Responses ◽  
Commonplace Books ◽  
Composition Course ◽  
Midwestern University ◽  
Teacher Researcher

<p>In this article. I report on an IRB-approved auto-ethnographic study of a disability studies-themed rhetoric and compositon course that I designed and taught at a midsize Midwestern university. This study examines students multimodal life-writing compositions, "normal commonplace books (journals of students' encounteres with the assumptions--or commonplaces-- of normacy), and classroom discussion, asking: How do students' use normalizing discourses in relation to disability and other marginalized identity categories? And, how might educators pedagogically intervene in such discourses? Ultimately, I found that exploring "discourses of normalcy" might help educators access students' experiences with disability, and consequently, redress the hegemony of the norm. The study revealed that students were more likely to use normalizing discourses in their written responses rather than in class discussions. Similarly, the instructor intervened in these problematic discourses in written feedback rather than verbally in classroom exchanges. The study also proved that after exposure to critical disability studies, students were more willing to discuss other social issues relating to race, sexuality, religion, and class. In keeping with the aims of the special issue, the results of this study suggest one way to teach disability studies content to a variety of audiences, and details an approach used by a teacher-researcher to study a DS classroom.</p>

Recent Work in Critical Disability Studies

Paragraph ◽  
2018 ◽  
Vol 41 (2) ◽  
pp. 233-244
Author(s):  
Hannah Thompson
Keyword(s):  
Recent Work ◽  
Disability Studies ◽  
Critical Disability Studies

scholarly journals Spaces In-between: Text Poems from Community Practice and Research

2018 ◽  
Vol 3 (1) ◽  
pp. 114-131 ◽  
Author(s):  
Paula Gerstenblatt ◽  
Diane Rhodes ◽  
Lida Holst
Keyword(s):  
Service Learning ◽  
Social Issues ◽  
Lessons Learned ◽  
Community Practice ◽  
Community Members ◽  
University Partnerships ◽  
The Past ◽  
Teacher Researcher ◽  
Fellow Teacher ◽  
Artist Teacher

A commitment on the part of the academy to address social issues has increased over the past three decades, resulting in service learning courses, volunteering opportunities, and community-university partnerships. Faculty, staff, and community practitioners collaborating to lead these efforts often carry enormous responsibility and answer to often competing interests of students, community members, and universities. Using the experience of an scholar/artist/teacher in a university-community partnership founded by the first author in a racially polarized town, this article explores the potential of arts-based methods, specifically poetry and collage, to mitigate the consequence of this work. The format is a dialogue between two engaged teacher/researcher/practitioners and friends to clarify the hidden experience of the researcher with narrative truth to articulate and share not only experiences, but also lessons learned as a contribution to our fellow teacher/researcher/practitioners.

scholarly journals Historical Epistemology as Disability Studies Methodology: From the Models Framework to Foucault’s Archaeology of Cure

2015 ◽  
pp. 108-134 ◽  
Author(s):  
Aimi Hamraie
Keyword(s):  
Disability Studies ◽  
Biomedical Knowledge ◽  
Historical Epistemology ◽  
Critical Disability Studies ◽  
Medical Authority ◽  
Disability History ◽  
Models Of Disability ◽  
The Social ◽  
History Of ◽  
Construction Of Disability

In this article, I argue for historical epistemology as a methodology for critical disability studies (DS) by examining Foucault’s archaeology of cure in History of Madness. Although the moral, medical, and social models of disability frame disability history as an advancement upon moral and medical authority and a replacement of it by sociopolitical knowledge, I argue that the more comprehensive frame in which these models circulate—the “models framework”—requires the more nuanced approach that historical epistemology offers. In particular, the models framework requires greater use of epistemology as an analytical tool for understanding the historical construction of disability. Thus, I turn to Foucault’s History of Madness in order to both excavate one particular archaeological strand in the text—the archaeology of cure—and to demonstrate how this narrative disrupts some of the key assumptions of the models framework, challenging DS to consider the epistemological force of non-medical fields of knowledge for framing disability and procedures for its cure and elimination. I conclude by arguing that DS must develop historical epistemological methodologies that are sensitive to the complex overlays of moral, medical, and social knowledge, as well as attend to the social construction of scientific and biomedical knowledge itself.

scholarly journals Toward a Crip-of-Color Critique: Thinking with Minich's 'Enabling Whom?'

Lateral ◽  
2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Jina B Kim
Keyword(s):  
Disability Studies ◽  
Critical Disability Studies ◽  
Academic Labor

Response to Julie Avril Minich, "Enabling Whom? Critical Disability Studies Now," published in Lateral 5.1. Kim elaborates upon a crip-of-color critique, which has possibilities to both criticize structures that inherently devalue humans and to take action to work toward justice. Kim’s final call is to identify and act against the inequalities and harm of academic labor, urging readers to take seriously a “politics of refusal” that might help academics of color survive through alternative collectivities.

Introduction: Disabling the Human

2020 ◽  
pp. 9-34
Author(s):  
Stuart Murray
Keyword(s):  
Disability Studies ◽  
First Century ◽  
Critical Disability Studies ◽  
Wizard Of Oz ◽  
Twenty First Century

Introduces the central features of the book: a concentration of critical disability studies and posthuman theory; questions of embodiment and technology; the focus on twenty- and twenty-first- century literatures and twenty-first-century film. The introduction also outlines the contents of the chapters and has a particular focus on the writings of L. Frank Baum, especially The Wonderful Wizard of Oz.

scholarly journals Provocations for Critical Disability Studies

2019 ◽  
Vol 34 (6) ◽  
pp. 972-997 ◽  
Author(s):  
Dan Goodley ◽  
Rebecca Lawthom ◽  
Kirsty Liddiard ◽  
Katherine Runswick-Cole
Keyword(s):  
Disability Studies ◽  
Critical Disability Studies
Sign in / Sign up

Export Citation Format

Share Document