Thinking With the Parenthetical, the Palimpsest, and the Practical: When Curriculum Studies Meets Disability Studies

Session Type: Symposium

Abstract

In this symposium we unpack the absent presence of disability within critical curriculum theory. Drawing on the conceptual interventions of the parenthetical, the palimpsest, and the practical, we expose how disability appears/disappears in curriculum theory, analysis, and praxis to open up oppressive/transformatory effects/possibilities on (disabled) subjectivities at the intersections of social difference. At the conclusion of the session we suggest ways of crippin’ the curriculum (McRuer, 2006) so as to interrogate the normative logic that implicitly/explicitly upholds ableist discourses/practices of curriculum.

Sub Unit

• SIG-Disability Studies in Education

Chairs

• Rubén Gaztambide-Fernández, OISE/University of Toronto

• Nirmala Erevelles, The University of Alabama

Papers

• (The Ontology of the Parenthetical) - Elizabeth J. Grace, Grace Advocacy

• Tracing Palimpsests From Within the Parenthetical: Curricular Encounters With Disability - Nirmala Erevelles, The University of Alabama

• Are We Still Doing This? Tracking Institutional and Relational Experiences of Ability Grouping - Gillian Parekh, York University