Dis/Abled Citizens of and in the Classroom: Enacting a Challenge to the Deficit View of Citizenship

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-15 - Navigating Postsecondary Places and Spaces

Abstract

This paper sets out to challenge the persistent deficit-based construction of intellectual disability in research on civic education. It argues that the meaning and concept of democratic citizenship education in educational research broadly and in philosophical literature more specifically, tacitly excludes individuals labeled with intellectual disabilities or whose cognitive or reasoning abilities are considered “abnormal.” Departing from the deficit-based construction, the paper explores how civic membership and civic participation were negotiated and interpreted within a particular classroom context of inclusive higher education.

Author

• Ashley Taylor, Colgate University