Teaching disability: strategies for the reconstitution of disability knowledge
As teachers of disability studies, working with students from the health and psychological sciences, we tackle some of our pedagogical challenges and offer productive possibilities. We begin by introducing the offerings of disability studies and then consider our first question: how might we invite...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2019
- Institución:
- Universidad del Rosario
- Repositorio:
- Repositorio EdocUR - U. Rosario
- Idioma:
- eng
- OAI Identifier:
- oai:repository.urosario.edu.co:10336/24361
- Acceso en línea:
- https://doi.org/10.1080/13603116.2019.1640292
https://repository.urosario.edu.co/handle/10336/24361
- Palabra clave:
- Disability studies
Disavowal
Disposal
Intertextuality
Reconstitution
Teaching
- Rights
- License
- Abierto (Texto Completo)
| Summary: | As teachers of disability studies, working with students from the health and psychological sciences, we tackle some of our pedagogical challenges and offer productive possibilities. We begin by introducing the offerings of disability studies and then consider our first question: how might we invite disability into our teaching? We introduce a Spanish tale – Por cuatro esquinitas de nada–that, while aimed at children and not explicitly engaged with a disability, permits us to engage in inter-textual analyses of disability. We find that students move through different stages of what we term distinction, idealisation and invisibility/concealment. We then address our second question–what does it mean to teach disability? We answer this with reference to the generative practices of two teaching methodologies: disposal and disavowal. We conclude the paper by considering the importance of generating critical theories of disability. © 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor and Francis Group. |
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