Critical Readings in Interdisciplinary Disability Studies (Critical Studies of Education, 12)

Critical Readings in Interdisciplinary Disability Studies
Acknowledgments
Contents
About the Editor
Part I: Disability Theory and Critique
Chapter 1: Disability Studies and Interdisciplinarity: Interregnum or Productive Interruption?
	1.1 Introduction
	1.2 Not Another Tale of Development: Disability Studies Today
	1.3 Disciplining Disability Studies
		1.3.1 External Censure
		1.3.2 Insider Lament
		1.3.3 Inter-Regnum
	1.4 Disability Studies by Default
		1.4.1 The Space
		1.4.2 The People
		1.4.3 The Work
	1.5 Disability Studies to Come
	References
Chapter 2: Alternative Agencies: Materialist Navigations Below the Radar of Disability Studies
	2.1 The Problem of Disability = Oppression
	2.2 Low-Level Agency
	2.3 Embodied Suffering
	2.4 Next Thing-Ness
	References
Chapter 3: The Cost of Counting Disability: Theorizing the Possibility of a Non-economic Remainder
	3.1 Introduction
	3.2 Background
	3.3 The Fact of Disability as Costly
		3.3.1 Disability = Cost
		3.3.2 Economic Man (Mis)Taken as the Human
	3.4 Conclusion: The Possibility of a Remainder
	References
Chapter 4: Theorising Disability and Humanity
	4.1 The Question of the Human
	4.2 Four DisHuman Encounters with Disability
	4.3 Conclusions
	References
Chapter 5: The Metaphor of Civic Threat: Intellectual Disability and Education for Citizenship
	5.1 Introduction
	5.2 The Future Citizen as Able-Minded Learner
	5.3 The Construction of the Civic Threat
	5.4 Deconstructing the Metaphor of Civic Threat: Potentialities of Imagination
	References
Chapter 6: Complex and Critical: A Methodological Application of the Tripartite Model of Disability
	6.1 Introduction
	6.2 The Tripartite Model of Disability
	6.3 From Normative Positivisms to Non-normative Negativisms
	6.4 Non-normative Positivisms and Complex Embodiment
	6.5 Conclusion
	References
Part II: Disability Representations in Juxtaposition
Chapter 7: Unexpected Anatomies: Extraordinary Bodies in Contemporary Art
	7.1 Introduction
	7.2 The Intersection of Disability and Art
	7.3 Operant Strategies in Disability and Art
		7.3.1 Harriet Sanderson
		7.3.2 Laura Splan
		7.3.3 Shan Kelley
		7.3.4 Carol Chase Bjerke
		7.3.5 Riva Lehrer
		7.3.6 Beverly McIver
		7.3.7 Chun-Shan (Sandie) Yi
	7.4 Conclusion
	References
Chapter 8: The Names of Physical Deformity: A Meditation on the Term Disability and Its Recent Uses
	8.1 Introduction
	8.2 Between the Horrific and the Hilarious: Physical Deformity from the Fifteenth to the Seventeenth Centuries
	8.3 The Monster Enters Natural History
	8.4 Conclusion
	References
Chapter 9: “Once Big Oil, Always Big Oil”: Disability and Sustainability in Pixar’s Cars 2
	9.1 Introduction
	9.2 Cripping/Queering Cars 2
	9.3 Masculinity and American National Identity
	9.4 American Masculinity and Anti-Environmentalism
	9.5 Conclusion
	References
Chapter 10: “I’d Prefer Not To”: Melville’s Challenge to Normative Identity in Bartleby, the Scrivener
	10.1 Introduction
	10.2 Explaining Away Bartleby’s Behavior
	10.3 The Limits of “Normal”
	10.4 Conclusion
	References
Chapter 11: Co-Constructing Frames for Resistance: Reflections on Disability by a Daughter and Her Mother
	11.1 Introduction
	11.2 Taking the Freeway
	11.3 Unspoken Rules
	11.4 Imagining a Life—Separate
	11.5 Resisting Confinement
	11.6 Too Few, Too Uninspired
	11.7 Measured Steps to Imperfect Truths
	11.8 A Pilgrimage of Loss and Acceptance
	11.9 Feeling an Absence
	11.10 Redefined by Rupture
	References
Part III: Praxis and Pedagogical Intervention
Chapter 12: Relational Pedagogies of Disability: Cognitive Accessibility in College Classrooms
	12.1 Introduction
	12.2 Participant Recruitment and Scope of Study
	12.3 Discussion of Interviews
		12.3.1 Overview of Interviewees
		12.3.2 Social Context, Stigma, and Fluidity of Disclosure/Non-disclosure
		12.3.3 Classroom Dynamics and Interactions with Professors
	12.4 Conclusion: Pedagogies of Relation and Care
	References
Chapter 13: The Totem Project: Pluralizing Access in the Academic Classroom
	13.1 Totems
	13.2 Introduction
	13.3 The Beginnings
	13.4 Authors’ Discussion
		13.4.1 Louise
		13.4.2 Lisa
		13.4.3 Monika
		13.4.4 Liz
		13.4.5 Yelena
		13.4.6 Louise
		13.4.7 Lisa
		13.4.8 Louise
		13.4.9 Yelena
		13.4.10 Louise
	13.5 Conclusion
	References
Chapter 14: “I Have to Be Black Before I Am Disabled”: Understanding Agency, Positionality, and Recognition in Higher Education
	14.1 Introduction
	14.2 Disproportionality in K–12 Schools and Implications for Higher Education
	14.3 Experiences of Race, Dis/Ability, and Higher Education
	14.4 Disability Law and Compliance
	14.5 Next Steps for Disability Studies
	14.6 Conclusion
	References
Chapter 15: Writing, Identity, and the Other: Dare We Do Disability Studies?
	15.1 Introduction
	15.2 Building a Cultural Critique
		15.2.1 Media Influences: In Brief
		15.2.2 Humanities and Education Influences: In Brief
	15.3 The DRM
	15.4 Humanities-Based Disability Studies
	15.5 Disability Studies in Education
	15.6 Finding Alliances
	15.7 Writing, Identity, and the Other
		15.7.1 Teaming with Tom
	15.8 Reflecting with Tom
		15.8.1 The Final Two Weeks
	15.9 Implications for Teachers
	15.10 Conclusion
	References
Chapter 16: Sharing International Experiences to Develop Inclusion in a German Context: Reflections of an American Inclusive Educator
	16.1 Introduction: Inclusive Education: Where Are We Now?
	16.2 Disability Studies in Education and Global Interactions
	16.3 Structure and Purpose of the German Symposium
	16.4 Symposium Highlights and Tidbits
	16.5 Using Disability Studies in My Own Presentation
		16.5.1 The Importance of Teachers
		16.5.2 Consciously Cultivating Teacher Dispositions
		16.5.3 Using the Lens of Disability Studies
	16.6 Civil Rights
	16.7 The Need to Create Change
	16.8 Discussion: DSE in the Mix
	16.9 Conclusion: Final Reflections
	References
Index