Disability as Meta Curriculum: Epistemologies, Ontologies, and Transformative Praxis – Part I

Session Submission Type: Symposium

Abstract

The papers in this symposium asks: What can be the transformative potential of critical community-building in curricular work if disability is considered integral to community? Disability studies scholarship embodies an epistemic space that not only demonstrates its difference from the normative curriculum, it also exceeds curriculum’s confining boundaries. Thus, thinking through Disability as Meta Curriculum, each of these papers argue for a “curriculum about curriculum” – one that critically investigates the epistemological, ontological, and pedagogical claims of the normative curriculum from the standpoint of critical disability studies. As such, each of these papers critically considers those moments when curriculum studies and disability meet to enable us to rethink the radical educational subject against the (hetero)normative, the able, the literate, and the human?

Sub Track

• American Educational Studies Association

Chair

• Nirmala Erevelles, University of Alabama

Discussant

• Elizabeth Grace, Independent Scholar

Individual Presentations

• Am I the Curriculum? - Alyssa Hillary, University of Rhode Island

• Dominant narratives, subjugated knowledges, and the writing/righting of the story of disability in K-12 curricula - Jessica Bacon, Montclair State University; Priya Lalvani, Montclair State University

• Disciplined to Access the General Education Curriculum: Girls of Color, Dis/abilities, and Specialized Education Programming - Mildred Boveda, Arizona State University; Ganiva Reyes, Miami University, Oxford Ohio; Brittany Aronson, Miami University

• Unlearning Through Mad Studies: Disruptive Pedagogical Praxis - Sarah Snyder, Ontario Institute for Studies in Education; Kendra Ann-Pitt, York University; Jijian Voronka, University of Windsor; Fady Shanouda, University of Toronto; Jenna Reid, Ryerson University