Special Education as Neoliberal Property: The Racecraft, Biopolitics, and Immunization of Disability

Autor/in	Kearl, Benjamin
Titel	Special Education as Neoliberal Property: The Racecraft, Biopolitics, and Immunization of Disability
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 55 (2019) 4, S.473-488 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2019.1630126
Schlagwörter	Special Education; Neoliberalism; Politics of Education; Racial Bias; Students with Disabilities; Racial Differences; Educational Policy; Disproportionate Representation; Disability Identification; Disability Discrimination; Racial Discrimination; Court Litigation; Normalization (Disabilities); Desegregation Litigation; School Desegregation + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Neo-liberalism; Neoliberalismus; Educational policy; Bildungspolitik; Racial discrimination; Rassismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rassenunterschied; Politics of education; Racial bias; Rechtsstreit; Normalisierung; Integrative Schule
Abstract	Through the juxtaposition of 2 recent Supreme Court actions--"Allston v. Lower Merion County School District" (2015) and "Endrew F. v. Douglas County School District" (2017)--this article argues that special education is a neoliberal property that works to recruit disability through scientific-juridical qualifications of educational life that are more likely to be available for White students who have essentialized disabilities than students of color who are ascribed disability labels. This thesis draws from a variety of theoretical perspectives--including, racecraft, biopolitics, and immunization--to formulate a crip reading of present special education policy. Although critiquing overrepresentation and disproportionality, this article also suggests a way of dialectically attenting to the uses of disability labeling toward the reciprocal production of pathological ableism and biopolitical racism. Moving from a racecraft of disability labeling to a biopolitics of special education, this article concludes by arguing that Whiteness recruits disability into its self-enclosed and propertied boundaries with the effect that educational life is contractually immunized against communal obligations to human difference. James Baldwin's (1963/1998), "A Talk to Teachers," critically inflects this conclusion and also motivates the article's analytical excursion into the troubling nexus of special education policy, neoliberalism, and Whiteness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01