TY - JOUR
T1 - Having a career in disability studies without even becoming disabled!
T2 - The strains of the disabled teaching body
AU - Campbell, Fiona Kumari
PY - 2009/11
Y1 - 2009/11
N2 - 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.
AB - 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.
KW - Disability embodiment
KW - Disabled bodies
KW - Knowledge standpoint
KW - Power and subjectivity
UR - http://www.scopus.com/inward/record.url?scp=76649126775&partnerID=8YFLogxK
U2 - 10.1080/13603110903046002
DO - 10.1080/13603110903046002
M3 - Review article
AN - SCOPUS:76649126775
VL - 13
SP - 713
EP - 725
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
SN - 1360-3116
IS - 7
ER -