Writing, Identity, and the Other: Dare We Do Disability Studies?

Ware, Linda

doi:10.1007/978-3-030-35309-4_15

Cited by 8 publications

(10 citation statements)

References 21 publications

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“…In addition to doing searches "inside" each of these journals, we also conducted electronic searches for the terms "curriculum" or "curricula" and "disability" or "ability" and then limited our search to academic, peer-reviewed journals. We present our findings both thematically and chronologically as: disability as an outlaw ontology (Baker, 2002a;Baker, 2002b;; curriculum as normalizing text (Erevelles, 2006); tyranny of ability (Broderick & Leonardo, 2016;El-Haj & Rubin, 2009;Ladwig & McPherson, 2017;Leonardo & Brodderick, 2011;Naraian;2013;Parekh;2017;Ware, L. (2001); Watts & Erevelles, 2004). We then highlight several recent publications and calls for papers, including an excellent special issue of Curriculum Inquiry, edited by Gillian Parekh, which we hope leads to more visibility and critical analyses of disability within the field.…”

Section: Modes Of Inquiry and Data Sourcesmentioning

confidence: 98%

Accomplices and Alibis of General and Special Education: Colluding in Excluding

Ferri¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Section: Modes Of Inquiry and Data Sourcesmentioning

confidence: 98%

Accomplices and Alibis of General and Special Education: Colluding in Excluding

Ferri¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“…The social model of disability also helped pave the way for a new academic discipline, disability studies (Connor et al, 2008). Disability studies examine the sociocultural aspects of disability (Ware, 2001) “as a form of diversity and an experience constructed between an individual and their social, political, and cultural environment” (Freedman et al, 2019, p. 3). This emphasis makes a clear distinction between disability studies and special education’s grounding in medicine and psychology (Danforth & Naraian, 2015).…”

Section: Mired In Medical? Special Education Teacher Preparationmentioning

confidence: 99%

From Detractive to Democratic: The Duty of Teacher Education to Disrupt Structural Ableism and Reimagine Disability

Keefe

2022

Teachers College Record: The Voice of Scholarship in Education

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Background: There is scant research on whether or how special education teacher preparation plays a role in shaping, maintaining, or perpetuating ableism and oppression for disabled students, which the author proposes is “structural ableism.” This conceptual article argues that special education teacher preparation programs’ systems and structures should be examined for ways they inadvertently contribute to ableist perceptions of disability to ensure that such structures do not influence the lenses and practice of the teachers they produce. Purpose: This article proposes that special education teacher preparation programs’ systems and structures should be examined for ways they inadvertently contribute to oppressive educational conditions and negative or ableist perceptions of disability to ensure that such structures do not influence the lenses and practice of the teachers they produce. In this article, the author theorizes “structural ableism,” which she defines as “a complex system of hierarchical and discriminatory processes, policies, and institutions that privilege and prefer able-bodied people, fail to represent or meaningfully include disabled persons’ voices, and are grounded in a network of ableist beliefs and practices that maintain and reproduce unequal outcomes for disabled people and benefit able-bodied people.” Conclusion: The author concludes that teacher preparation has a duty to embrace inclusivity through the lens of democratic education to help “shift disability toward a more inclusive ideology, and identify and dismantle oppressive structures that perpetuate ableism in teacher candidates.”

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“…Our interest is the enactment of curriculumthe ways that curriculum is designed, delivered, engaged with and researched and how this enactment can come together to constitute what is understood as knowledge. It 'requires the re-reading of the story lines of inclusion/exclusion' (Moss and Harvie 2015, 261), which facilitates our direct engagement with the development of knowledge (See also Ware 2001).…”

Section: Returning To Curriculum Enactmentsmentioning

confidence: 99%

Storying disability’s potential

Whitburn

Goodley

2019

International Journal of Inclusive Education

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In this paper, we weave in and out of theory and narrative in order to consider the potential of disability and its relationship to knowledge construction. We consider theories to be stories that one can tell about the world. And these theories are enlivened by other stories that we tell about ourselves and the world around us. As disability researchers, we explore the ways in which disability becomes known in the world and we do so through our own tales and theoretical narratives of knowing disability. In telling stories, then, we break down artificial boundaries between theory and narrative. And in theorising our storiesand storying our theorieswe seek to explore the potential of disability to unsettle and challenge exclusionary curriculum. This textual assemblage traverses diverse themes including diagnosis, school programming, welfare, transportation, social interaction and access. ARTICLE HISTORY

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Writing, Identity, and the Other: Dare We Do Disability Studies?

Cited by 8 publications

References 21 publications

Accomplices and Alibis of General and Special Education: Colluding in Excluding

Accomplices and Alibis of General and Special Education: Colluding in Excluding

From Detractive to Democratic: The Duty of Teacher Education to Disrupt Structural Ableism and Reimagine Disability

Storying disability’s potential

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