Beyond Normal: Cripping Policy and Practice to Construct Liberatory Educational Possibilities

Session Type: Symposium

Abstract

This symposium builds from and extends crip theory (McRuer, 2006) and crip epistemologies (Johnson & McRuer, 2014) to explore how cripping educational policy and practice can support the construction of liberatory educational possibilities. Cripping involves exposing how divisive and consequential notions of normalcy are produced and maintained (Sandahl, 2003). Session paperst highlight how the knowledge and lived experience of disabled adults and children are crucial sites to begin imagining disabled futures (Kafer 2013; Johnson & McRuer, 2014). We engage with critiques and expansions of crip theory, including but not limited to a crip-of-color critique (e.g., Kim, 2017; Kim & Schalk, 2021) and crip theories from the global South (e.g., Bolton, 2023; Canagarajah, 2023; Kolářová & Wiedlack, 2016).

Sub Unit

• Division G - Social Context of Education / Division G - Section 2: Differences and Intersectionalities

Chair

• Tanushree Sarkar, University of Missouri

Papers

• Carcerality, Colonialism, and Cognition: Analyzing the Cultural Cognitive Structures That Uphold the Logics of Seclusion in Schools - Maureen Negrelli Coomer, Colorado College; Hunter Knight, Western University

• Decolonial Thinking to Crip Education Policy and Practice: Lessons From the Education RESET Project - Francesca Peruzzo, University of Birmingham

• Centering Cripistemologies in Culture Circles: Building Community and Critical Pedagogy in Teacher Education - Kathryn M. Meyer, Boston University; Molly Elizabeth Siuty, Temple University

• Inspecting Space-Time in the Classroom: Leveraging Crip Theory to Upend Exclusion in Educational Contexts - Tanushree Sarkar, University of Missouri; Maggie Beneke, University of Washington

Discussant

• Nirmala Erevelles, University of Alabama