Disability Studies

14,000,000 Leading Edge Experts on the ideXlab platform

Scan Science and Technology

Contact Leading Edge Experts & Companies

Scan Science and Technology

Contact Leading Edge Experts & Companies

The Experts below are selected from a list of 117492 Experts worldwide ranked by ideXlab platform

Asako Yoshida - One of the best experts on this subject based on the ideXlab platform.

Sami Schalk - One of the best experts on this subject based on the ideXlab platform.

  • Integrating Race, Transforming Feminist Disability Studies
    Signs: Journal of Women in Culture and Society, 2020
    Co-Authors: Sami Schalk, Jina B. Kim
    Abstract:

    AbstractThis article envisions and details a critical framework we term feminist-of-color Disability Studies. In offering a feminist Disability Studies grounded in the genealogies of US feminist-of...

  • Critical Disability Studies as Methodology
    Lateral, 2017
    Co-Authors: Sami Schalk
    Abstract:

    Response to Julie Avril Minich, "Enabling Whom? Critical Disability Studies Now," published in Lateral 5.1. Schalk calls for a shift in thinking that directly affects action and discusses creating classroom experiences that help students to critique intersecting social structures in their everyday encounters.

  • Coming to Claim Crip: Disidentification with/in Disability Studies
    Disability Studies Quarterly, 2013
    Co-Authors: Sami Schalk
    Abstract:

    This creative-critical paper combines creative non-fiction and theory to trace one non-disabled scholar’s personal experience with Disability Studies as a field and a community. Using disidentification and crip theory, this paper theorizes the personal, political, and academic utility of identifying with crip as a nondisabled, fat, black, queer, female academic. This crip identification then undergirds and informs the researcher’s scholarship in and relationship to Disability Studies as a field. Specifically referencing the Society for Disability Studies dance as a potential space of cross-identification, this paper suggests that disidentification among/across/between minoritarian subjects allows for coalitional theory and politics between Disability Studies and other fields, particularly race/ethnic and queer/sexuality Studies. Keywords: crip, identity, queer theory, race

  • coming to claim crip disidentification with in Disability Studies
    Disability Studies Quarterly, 2013
    Co-Authors: Sami Schalk
    Abstract:

    This creative-critical paper combines creative non-fiction and theory to trace one non-disabled scholar’s personal experience with Disability Studies as a field and a community. Using disidentification and crip theory, this paper theorizes the personal, political, and academic utility of identifying with crip as a nondisabled, fat, black, queer, female academic. This crip identification then undergirds and informs the researcher’s scholarship in and relationship to Disability Studies as a field. Specifically referencing the Society for Disability Studies dance as a potential space of cross-identification, this paper suggests that disidentification among/across/between minoritarian subjects allows for coalitional theory and politics between Disability Studies and other fields, particularly race/ethnic and queer/sexuality Studies. Keywords: crip, identity, queer theory, race

Nancy Rice - One of the best experts on this subject based on the ideXlab platform.

  • Promoting ‘Epistemic Fissures’: Disability Studies in teacher education
    Teaching Education, 2006
    Co-Authors: Nancy Rice
    Abstract:

    Historically, teacher education in special education has focused on identifying characteristics of various disabilities and promoting best practices for intervention and remediation. This article introduces a Disability Studies approach to teacher education in special education. Disability Studies is an interdisciplinary area of study that utilizes the lenses from social sciences and humanities to view Disability from personal, social, cultural, historical, critical, and literary perspectives. Pre‐service teachers who took such a course were interviewed with regard to their views on Disability and inclusion. The results suggest: (1) the importance of providing a Disability Studies approach to future teachers; and (2) ways in which Disability Studies in teacher education can continue to be developed.

Wesley Satterwhite - One of the best experts on this subject based on the ideXlab platform.

David Bolt - One of the best experts on this subject based on the ideXlab platform.

  • From Avoidance to Appreciation: The Cultural and Social Values of Disability Studies and Interdisciplinarity
    2019
    Co-Authors: David Bolt
    Abstract:

    More than half a century ago avoidance was deemed an act of prejudice by social scientists Gordon Allport and Erving Goffman; identified as a problem for the growing Disability movement and thus as a fundamental concern for the field of Disability Studies. More recently I have shown that this avoidance takes many forms in academia, one of which is curricular, whereby a course considers representations of Disability that it nonetheless fails to meet with informed critical work. Such critical avoidance is addressed in part by the very acknowledgement of Disability Studies as an important academic field in its own right but also through its meaningful engagement with other disciplines, an interdisciplinary approach demonstrable in the Centre for Culture and Disability Studies; the Journal of Literary and Cultural Disability Studies; the Literary Disability Studies book series; the biennial Disability and Disciplines conference; the Disability Studies MA; and a number of book projects, including the new monograph, Cultural Disability Studies in Education, and multivolume publication, A Cultural History of Disability. The premise of my sustained leadership in this and other such work is that interdisciplinarity enables curricular reform that leads to the recognition of non-normative knowledge, more complex understandings of Disability, and changes in social attitudes from avoidance to appreciation.

  • Cultural Disability Studies in Education: Interdisciplinary Navigations of the Normative Divide
    2018
    Co-Authors: David Bolt
    Abstract:

    Over the last few decades Disability Studies has emerged not only as a discipline in itself but also as a catalyst for cultural Disability Studies and Disability Studies in Education. In this book the three areas become united in a new field that recognises education as a discourse between tutors and students who explore representations of Disability on the levels of everything from academic disciplines and knowledge to language and theory; from received understandings and social attitudes to narrative and characterisation. Moving from late nineteenth to early twenty-first-century representations, this book combines Disability Studies with aesthetics, film Studies, Holocaust Studies, gender Studies, happiness Studies, popular music Studies, humour Studies, and media Studies. In so doing it encourages discussion around representations of Disability in drama, novels, films, autobiography, short stories, music videos, sitcoms, and advertising campaigns. Discussions are underpinned by the tripartite model of Disability and so disrupt one-dimensional representations. Cultural Disability Studies in Education encourages educators and students to engage with Disability as an isolating, hurtful, and joyful experience that merits multiple levels of representation and offers true potential for a non-normative social aesthetic. It will be required reading for all scholars and students of Disability Studies, cultural Disability Studies, Disability Studies in Education, sociology, and cultural Studies.

  • Introduction: Literary Disability Studies in the UK
    Journal of Literary & Cultural Disability Studies, 2009
    Co-Authors: David Bolt
    Abstract:

    It has been less than two years since the Journal of Literary Disability (JLD) was launched but much has happened in the emerging field during that short time. Consequently, by way of an introduction to this, the first issue under the new title Journal of Literary & Cultural Disability Studies (JLCDS), Iwould like to reflect on some of the recent interdisciplinary progress. Iam compelled to focus on the example with which Iam most familiar-namely, the British academy-but have been assured by the rest of the board that comparable progress has been made internationally. Indeed, any of my colleagues could have provided acomparably optimistic introduction and those in the US, for example, could have provided something far more extensive. That said, we, the journal's readers, writers, reviewers, and editors, are by no means complacent. We are well aware that even in the US Disability Studies is still too frequently, if not generally, ignored in departments of literary and cultural Studies. But with the support of Liverpool University Press (LUP), Project MUSE, and the Centre for Disability Research at Lancaster University, we will endeavour to ensure that the field of literary and cultural Disability Studies continues to expand across the academy. When writing the introduction for the inaugural issue of the journal Imade reference to the progress of literary Disability Studies in the UK. Iwas, therefore, bound to mention the University of Leeds, given the work of professors such as Colin Barnes and Mark Priestley, the development of the Disability Studies Archive UK and the Centre of Disability Studies, as well as the literary scholarship of Edward Larrissy and, amember of the journal's editorial board, Stuart Murray. Indeed, the latter of these literary scholars was contributing to the field in various ways-supervising the now-completed literary Disability research projects of Clare Barker and Suzanne Ibbotson; teaching aliterary and cultural Disability Studies module;1 and working on Representing Autism: Culture, Narrative, Fascination, which was published last summer. While Iwould have argued, predictably perhaps, for still further endorsements of the interdisciplinarity of literary Disability Studies in the Department of English, my real concern was that the University of Leeds represented an exception to aperplexing rule of exclusion elsewhere in the British academy. Since writing that introduction Iam glad to say Ihave been made aware of other institutions in the British academy that are contributing to the progress of literary and cultural Disability Studies. Liverpool John Moores University (LJMU), for example, agreed to host the launch of the journal at Emerging Fields: Developing aCultural Disability Studies, the inaugural Conference of the Cultural Disability Studies Research Network, formed by Irene Rose, Rebecca Mallett, and Claire Molloy in 2007. The journal was represented at the event by Lucy Burke, Jane Goetzee, and Irene Rose. George McKay was the most prominent speaker and Iwas honoured to give the opening plenary presentation on the importance of literary Disability Studies as aresponse to literary representations of impairment and Disability. Lucy Burke gave another plenary presentation about her work on the representation of Alzheimer's disease, samples of which can now be found in both the inaugural issue of the journal and her special issue Representations of Cognitive Impairment, which contains an essay about depictions of autism by Irene Rose that was also heralded at the conference. Furthermore, David Feeney presented an early version of the essay on blindness, aesthetics, and Irish drama that is included in the present issue.2 Manchester Metropolitan University (MMU) must also be recognized as an exemplary institution in the British academy, given Lucy Burke's work as guest editor, author, and peer reviewer for the journal, not to mention Gavin Miller's contribution to JLD 2. …

Related terms

Disability Studies - 15 days free trial to Access Experts & Abstracts