Having a Career in Disability Studies without Even Becoming Disabled! The Strains of the Disabled Teaching Body

Autor/in	Campbell, Fiona Kumari
Titel	Having a Career in Disability Studies without Even Becoming Disabled! The Strains of the Disabled Teaching Body
Quelle	In: International Journal of Inclusive Education, 13 (2009) 7, S.713-725 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Stellungnahme; Disabilities; Teacher Characteristics; Body Composition; College Faculty; Consciousness Raising; Human Body; Social Attitudes; Social Discrimination; Social Justice; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Fakultät; Bewusstseinsbildung; Menschlicher Körper; Social attidude; Soziale Einstellung; Soziale Benachteiligung; Soziale Schließung; Soziale Gerechtigkeit; Ausland; Australien
Abstract	Does it matter who teaches disability studies, whether that teacher has a disability or not? Maybe this might strike the reader as a peculiar question--to focus on the teacher's body or knowledge standpoint. There are certain theoretical and ontological implications in asking such questions. This article is an attempt to theorise about the way the bodies of teachers with disabilities are transmuted within the arena of teaching critical disability studies at colleges and universities. In particular, it explores the ways disabled teachers' bodies can contribute to experiencing alterity outside of the frame of "other" and the ways that the disabled teaching body can displace the objectification of disability through pedagogical enactments of the lived experiences of disablement. In this way, this article refutes the assertion made by McWilliam and Taylor in 1998 that the pedagogical inspiration of bodies should not be celebrated. Instead, the focus is on working through points of difference between the way normative teacher's bodies and the disabled teaching body is mediated in the processes of subjectification, identifying points of convergence that can benefit dialogue across varied sites of scholarship. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10