Having a career in disability studies without even becoming disabled! The strains of the disabled teaching body

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4 Citations (Scopus)

Abstract

Does it matter who teaches disability studies, whether that teacher has a disability or not? Maybe this might strike the reader as a peculiar question - to focus on the teacher's body or knowledge standpoint. There are certain theoretical and ontological implications in asking such questions. This article is an attempt to theorise about the way the bodies of teachers with disabilities are transmuted within the arena of teaching critical disability studies at colleges and universities. In particular, it explores the ways disabled teachers' bodies can contribute to experiencing alterity outside of the frame of 'other' and the ways that the disabled teaching body can displace the objectification of disability through pedagogical enactments of the lived experiences of disablement. In this way, this article refutes the assertion made by McWilliam and Taylor in 1998 that the pedagogical inspiration of bodies should not be celebrated. Instead, the focus is on working through points of difference between the way normative teacher's bodies and the disabled teaching body is mediated in the processes of subjectification, identifying points of convergence that can benefit dialogue across varied sites of scholarship.

Original languageEnglish
Pages (from-to)713-725
Number of pages13
JournalInternational Journal of Inclusive Education
Volume13
Issue number7
DOIs
Publication statusPublished - Nov 2009

Fingerprint

disability studies
career
Teaching
teacher
disability
objectification
foreignness
Disability Studies
dialogue
university

Keywords

  • Disability embodiment
  • Disabled bodies
  • Knowledge standpoint
  • Power and subjectivity

Cite this

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title = "Having a career in disability studies without even becoming disabled!: The strains of the disabled teaching body",
abstract = "Does it matter who teaches disability studies, whether that teacher has a disability or not? Maybe this might strike the reader as a peculiar question - to focus on the teacher's body or knowledge standpoint. There are certain theoretical and ontological implications in asking such questions. This article is an attempt to theorise about the way the bodies of teachers with disabilities are transmuted within the arena of teaching critical disability studies at colleges and universities. In particular, it explores the ways disabled teachers' bodies can contribute to experiencing alterity outside of the frame of 'other' and the ways that the disabled teaching body can displace the objectification of disability through pedagogical enactments of the lived experiences of disablement. In this way, this article refutes the assertion made by McWilliam and Taylor in 1998 that the pedagogical inspiration of bodies should not be celebrated. Instead, the focus is on working through points of difference between the way normative teacher's bodies and the disabled teaching body is mediated in the processes of subjectification, identifying points of convergence that can benefit dialogue across varied sites of scholarship.",
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