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

Session Submission Type: Symposium

Abstract

The central purpose of this symposium is to unpack the identified absence of disability within the discourses of curriculum studies (Linton, 1998; Gabel, 2002; Erevelles, 2005). Thinking of curriculum as cultural politics these papers offer theorizations of disability via a critical intersectional lens that engages the politics of settler-colonialism, anti-blackness, and transnational feminisms within the complex relational contexts of the Global North and the Global South. Collectively, these papers respond to the following questions: How does one further problematize practices of schooling that enact racism, sexism, and heteronormativity and that are complicit in the construction and removal of the disabled body from mainstream education? What pedagogical interventions can a curriculum rooted in a critical disability studies perspective utilize to challenge these exclusionary and oppressive practices? How do formal educational contexts engage with this radical curriculum? What can curriculum studies learn from radical social movements led by the disability community?

Sub Track

• American Educational Studies Association

Chair

• Nirmala Erevelles, University of Alabama

Discussant

• Gillian Parekh, York University

Individual Presentations

• DisCrit solidarity as curriculum studies and transformative praxis - Subini Annamma, University of Kansas; Tamara Handy, University of Kelaniya

• Through Space into the Flesh: Mapping Inscriptions of Anti-Black/Ableist Schooling on Young People’s Bodies - Patricia Krueger-Henney, University of Massachusetts Boston

• Precarious, debilitated and ordinary: Rethinking (in)capacity for inclusion - Srikala Naraian, Teachers College, Columbia University