Cripistemologies in Curriculum: Intergenerational and Intersectional Insights on Disability Representation in Schools

• In Event: Dismantling, Redesigning, and Reconstructing Education Through an Intersectional Lens

Abstract

Movements for equity in special education and inclusion have often come at the cost of distancing and devaluing disability identity, as opposed to centering liberatory practices that sustain the disability community. Inclusion is typically measured in proximity to general education and grade level curriculum, which perpetuates the false notion of intellectual “normality.” These features of curriculum further intersect with the ways that schooling has been used as an assimilationist tool of white patriarchal settler colonial capitalism. In this proposal, we call attention to histories of curricular oppression and highlight our collaborative project cripping the curriculum (Connor & Gabel, 2013) through intergenerational and intersectional cripistemologies (Johnson & McRuer, 2014).

Author

• Sarah Arvey Tov, University of Washington