Journal of Literary & Cultural Disability Studies

"[Every] Child Left Behind"

Curricular Cripistemologies and the Crip/Queer Art of Failure

Journal of Literary & Cultural Disability Studies (2014), 8, (3), 295–314.

Abstract

Rather than expect that disabled students submerge their disability experiences in order to pass as non-disabled (the primary aim of inclusionism), a curricular cripistemologies methodology draws upon the latent disability knowledge available in the classroom. Through readings of long-taught texts whose stories turn on disability insights, the article identifies opportunities for making disability an active part of the learning environment. Crip arts of failure within curricular cripistemologies lead to alternative ethical mappings of non-normative living coordinates that privilege interdependency over liberal concepts of the autonomous subject. Doing so potentially sets the stage for disabled students to recognize their experiences as something to be cultivated as a form of alternative expertise rather than as useful only to the degree that disability can be disguised and hidden away. It also operationalizes disability into an active, unabashed, and less stigmatizing part of classroom discourse from which all can learn (particularly based on the flexible pedagogical provisions of Universal Design for Learning [UDL]). This positioning of disability as a site for active learning diminishes dependency on the dictates of neoliberal inclusion schemes seeking to achieve equality through the flattening out of embodied differences.

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McRuer, Robert. and Anna Mollow, eds. Sex and Disability. Durham: Duke UP, 2012. Print. Sex and Disability Google Scholar

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Smith, Phil. Whatever Happened to Inclusion? The Place of Students with Intellectual Disabilities in Education. New York: Peter Lang Publishing, Inc., 2010. Print. Whatever Happened to Inclusion? The Place of Students with Intellectual Disabilities in Education Google Scholar

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Stiker, Henri-Jacques. A History of Disability. Ann Arbor: U of Michigan P, 1999. Print. A History of Disability Google Scholar

Vance, Mary Lee. Disabled Faculty and Staff in a Disabling Society: Multiple Identities in Higher Education. Huntersville: Association on Higher Education and Disability, 2007. Print. Disabled Faculty and Staff in a Disabling Society: Multiple Identities in Higher Education Google Scholar

Ware, Linda. "Disability Studies in Education." The Handbook of Research in the Social Foundations of Education. Ed. Steven Tozer, Annette Henry, Bernardo Gallegos, Mary Bushnell Greiner, and Paula Groves Price. New York & London: Routledge, 2010. 244-59. Print. The Handbook of Research in the Social Foundations of Education 244 59 Google Scholar

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Details

Author details

Mitchell, David

Snyder, Sharon

Ware, Linda