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Disability Studies Quarterly
   [7 followers]  Follow    
  This is an Open Access Journal Open Access journal
     ISSN (Print) 1041-5718 - ISSN (Online) 2159-8371
     Published by Ohio State University Homepage  [2 journals]
  • Editor's Introduction

    • Authors: Bruce Henderson
      PubDate: 2014-04-02
      Issue No: Vol. 34 (2014)
       
  • Review of Disability Rhetoric

    • Authors: Elizabeth Brewer
      PubDate: 2014-03-28
      Issue No: Vol. 34 (2014)
       
  • Guest Editors' Introduction: Growing Disability Studies: Politics of
           Access, Politics of Collaboration

    • Authors: Michelle Jarman, Alison Kafer
      Abstract: This is an introduction and has no abstract.
      PubDate: 2014-03-27
      Issue No: Vol. 34 (2014)
       
  • Review of Recovering Disability in Early Modern England

    • Authors: Lara Southgate
      PubDate: 2014-03-27
      Issue No: Vol. 34 (2014)
       
  • Access and Fandom: Disability Studies From a Feminist Science Fiction
           Perspective

    • Authors: Kathryn Wagner, Alexis Lothian
      PubDate: 2014-03-27
      Issue No: Vol. 34 (2014)
       
  • Rethinking Bad Girls

    • Authors: Madaline Walter
      PubDate: 2014-03-26
      Issue No: Vol. 34 (2014)
       
  • Review of Who Cares About Kelsey

    • Authors: Linda Ware
      PubDate: 2014-03-24
      Issue No: Vol. 34 (2014)
       
  • On Being Transminded: Disabling Achievement, Enabling Exchange

    • Authors: Anne Dalke, Clare Mullaney
      Abstract: We write collaboratively, as a recent graduate and long-time faculty member of a small women’s liberal arts college, about the mental health costs of adhering to a feminist narrative of achievement that insists upon independence and resiliency.  As we explore the destabilizing potential of an alternative feminist project, one that invites different temporalities in which dis/ability emerges and may be addressed, we work with disability less as an identity than as a generative methodology, a form of relation and exchange. Mapping our own college as a specific, local site for the disabling tradition of “challenging women,” we move to larger disciplinary and undisciplining questions about the stigma of mental disabilities, traversing the tensions between institutionalizing disability studies and the field’s promise of destabilizing the constrictions of normativity.Keywords: academia, dis/ability, disability studies, education, feminism, identity studies, mad pride, mad studies, mental health, mental illness, queer studies, temporality, women’s colleges

      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
  • Transnationalising Disability Studies: Rights, Justice and Impairment

    • Authors: Karen Soldatic, Shaun Grech
      Abstract: In this paper we aim to explore the realm of impairment in terms of its politicization under transnational claims for justice. The realm of disability rights and justice has been a central theme in disability analytical inquiry and by disability movement actors engaged in struggles of disability affirmative politics. Within this frame, there has been an increasing amount of disability scholarship and activism at the transnational sphere. In fact, since the ratification of the UNCRPD (2006) greater transnational alliances have become a central feature to advancing disability affirmative claims for rights and justice.  While welcomed, we argue that within the transnational realm, the focus on disability alone critically marginalizes those groups engaging in repertories of action within the logos of impairment as transnational claims for disability justice tend to naturalise impairment and negate the production of impairment under global structural processes of violence. To address this issue, we suggest that the growing scholarship on transnational theorizing and activism within disability needs to respond to these claims for justice and rights. To conclude we argue that transnational theorizing and praxis is in fact, a double move – an affirmative politics of disability rights and justice and a transformative politics of impairment.   Keywords: impairment, justice, rights, disability politics, majority world, justice, North–South power relations, Southern epistemologies
      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
  • Thinking With Disability Studies

    • Authors: Nirmala Erevelles
      Abstract: In this essay, I offer tentative ruminations about the possibilities/challenges of theory and praxis in the field of disability studies. I begin the essay by thinking through my own positionality as a non-disabled woman of color scholar/ally in the field. Cautiously situating myself in a location of outsider-within (Hill-Collins,1998), I explore how disability studies is disruptive of any boundaries that claim to police distinctions between disabled/non-disabled subject positions. Noting the dangers of claiming that everyone is disabled at some historical moment, I propose instead a relational analysis to engage the materiality of disability at the intersections of race, class, gender, nation, and sexual identity within specific historical contexts and discuss the complicated impasses that continue to plague disability studies at these intersections. I conclude the essay by recognizing the labor of scholar/activists in the field who call for a committed politics of accountability and access via disability justice.  Keywords: disability studies, historical materialism, identity politics and intersectionality, disability justice, politics of accountability/allyship
      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
  • Growing Rhizomatically: Disability Studies, the Art Gallery and the
           Consortium

    • Authors: Kristin Anne Lindgren, Amanda Cachia, Kelly C. George
      Abstract: In this essay, we propose that the Deleuzoguattarian rhizome offers a map and metaphor for the field of disability studies, especially as it develops outside the boundaries of a defined program or curriculum. As an example of rhizomatic growth, we discuss a series of events in the Philadelphia area in fall 2012 that focused on disability studies and disability arts and culture, including an art exhibition entitled What Can A Body Do? and a scholarly residency sponsored by the Greater Philadelphia Women’s Studies Consortium. We suggest that the art gallery offers a generative space for the growth of disability studies, disability aesthetics, and new models of access, and we emphasize the importance of cross-institutional collaboration in the development of disability studies not only as a field but as a field of energy.Keywords: rhizome, Deleuze and Guattari, art gallery, contemporary art, curator, access, audio description, multisensory, collaboration, consortium, disability aesthetics, What Can A Body Do?  
      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
  • Collision and Collusion: Artists, Academics, and Activists in Dialogue
           with the University of California and Critical Disability Studies

    • Authors: Catherine Kudlick, Susan Schweik
      Abstract: This essay recounts two interconnected collaborative disability studies projects. Because of every person’s complex relationship to their own embodiment and that of others, disability beckons us to a realm beyond abstraction, even as the field becomes ever more theoretical. We describe how disability shaped what we did and how we did it; description is a key term here. Conversations such as the ones we had in 2010 and 2012 pave the way for new ideas by offering concrete examples of disability as a generative force.  Through risk taking and creative practice, the best academics and artists challenge the status quo, maybe serving as translators for people not in the habit of giving disability or disabled people much thought. The more people come to associate disability with positive ideas, the more we can imagine changing those hardwired negative, pitying forces that dominate approaches to policy, practices, and encounters in daily life.  Keywords: access, arts, audio description, critical disability studies, collaboration, curation, design, distance learning. 
      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
  • Disability Is a Feminist Issue: Bringing Together Women’s and Gender
           Studies and Disability Studies

    • Authors: Alison Piepmeier, Amber Cantrell, Ashley Maggio
      Abstract: This paper tracks a series of conversations between a women's and gender studies professor and two of her undergraduate students, all of whom are interested in disability studies. We explore the links between disability and feminism, and to think through the possibilities of having disability studies become part of the academy. Our primarily positive interactions with the academic institution and our interest in disability studies has led to our argument that disability is in fact a feminist issue. Disability studies has allowed each of us to re-conceptualize our own relationships to feminist theory, and shaped our ability to envision a better academic environment for all students. Keywords: feminist disability studies, intersectionality, pedagogy, mental disability 
      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
  • “It’ll Grow Organically and Naturally": The Reciprocal
           Relationship between Student Groups and Disability Studies on College
           Campuses

    • Authors: Allegra Stout, Ariel Schwartz
      Abstract: Although few colleges and universities offer undergraduate disability studies curricula, our own experiences suggest that higher education settings provide opportunities for students to engage with and act upon disability studies theories and concepts. To learn more about the interactions between undergraduate student groups and disability studies, we interviewed students and faculty on three campuses. We found that students not only access disability studies theory through both formal and informal means, but that they also actively engage with it to develop their understandings of disability and interpret their experiences. Additionally, student groups educate their campus communities by advocating for the inclusion of disability studies in curricula, sharing their perspectives in the classroom, and hosting events related to disability studies. Through these activities, often in collaboration with faculty and staff, students forge reciprocal relationships between their activism and the field of disability studies. Keywords: Student groups, activism, advocacy, narrative, undergraduate education
      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
  • The Story of My Work: How I Became Disabled

    • Authors: Rosemarie Garland-Thomson
      Abstract: Perhaps the best opening line in disability studies comes from Georgina Kleege: “Writing this book made me blind.” Following this honorable tradition, I begin my explication of disability studies through my own experience with a similar starting point: “Feminism made me disabled.” Honoring as well the tradition of making theory through narrative, I also follow Helen Keller, who like Kleege situates her knowledge in the local. From these exemplary works of feminist disability studies, I develop an explication of how I grew disability studies and how it grew me. Throughout, I consider the categories of disabled and nondisabled and the ways in which they have developed in disability studies literature broadly. I conclude by asserting the importance of both access and identity and community for disabled people.  Keywords: feminist disability studies, disability identity, misfitting, history of disability studies
      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
  • A Persian Alice in Disability Literature Wonderland: Disability Studies in
           Iran

    • Authors: Negin H. Goodrich
      Abstract: Exploring major requisites to establish an Iranian disability studies, the aim of this study is to determine how a local literature of disability can be formed in Iran, as well as how the Iranian and global disability studies might interchange disability knowledge. In an analysis of the responses to a qualitative questionnaire, three themes emerged: rudimentary resources, disability literature, and political prerequisites. Accordingly, human and financial resources, a bank of Farsi and English literature on disability, as well as developing academic relations between Iranian and international disability scholars (as an outcome of improving the Iran-USA political affairs) are essential to form a local disability studies in Iran and to engage it in the global discussions of disability studies.Keywords: disability, global disability studies, Iran  
      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
  • Subversive Status: Disability Studies in Germany, Austria, and Switzerland

    • Authors: Lisa Pfahl, Justin J.W. Powell
      Abstract: What activities facilitate the development of disability studies (DS)? What barriers hinder its (multi)disciplinary flourishing? We address these questions focusing on contemporary DS in Germany, Austria, and Switzerland—vibrant but challenging locales for DS. This multidisciplinary field engages intellectuals, activists, and stakeholders to subversively cross disciplinary, institutional, and political divides. Critical DS scholarship relies on collaboration among members of the disability (rights) movement, advocates, and academics to develop its subversive status. Within the academy, despite general barriers to transdisciplinary fields of study and persistent disability discrimination, more positions have been devoted to research and teaching in DS. Intersectionality debates thrive and further disciplines discover the richness that the complex subject of dis/ability offers. The field, recognizing its subversive status and engaging insights from DS worldwide—across language and disciplinary boundaries—could better focus and unfold its critical powers. The potential of DS in the German-speaking countries continues to grow, with diverse conferences, teaching, and publications bolstering the exchange of ideas.Keywords: disability studies, disciplines, discourse, social inequality, Germany, Austria, Switzerland
      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
  • The Disability Studies in Education Annual Conference: Explorations of
           Working Within, and Against, Special Education

    • Authors: David Connor
      Abstract: This article focuses on the Disability Studies in Education (DSE) conference as an example of expanding disability studies (DS). First, the origins, purpose, and history of the DSE conference are described as a valid alternative discipline to special education. Second, the following three questions are posed in relation to DSE scholars: (1) To what degree can we transgress within existing structures of teacher education and doctoral programs without being provided lip-service, coopted, or dismissed as ideological versus practical? (2) To what degree can we engage (and critique) the field of special education within its journals and conferences—and provide a greater plurality of perspectives within them? And, (3) how can we strategize to widely circulate ideas within DSE throughout education and its related fields? Presentations from the 2012 DSE conference are analyzed, described, and used as a collective response to help answer these questions. Fourth, DSE scholars share post-conference thoughts on the future of DSE. Finally, the deep debt of DSE to DS is acknowledged, along with speculation about possible ways in which DSE may help inform the growth of DS. Keywords: disability studies in education, critical special educators, teacher education, research in education, ideology
      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
  • The View from DSQ

    • Authors: Elizabeth Brewer, Brenda Jo Brueggemann
      Abstract: Analysis of publications in Disability Studies Quarterly between 2000-2012.  Data and discussion concerning:  the number of articles published; the number of articles collaboratively (or individually) authored; the kind and range of fields/disciplines that DSQ-published authors work in; the kind and range of methodologies generating DSQ-published research; the key terms for DSQ publications during this 13-year period (focusing both on titles and keywords). Conclusion summarizes trends and key points from the analysis and suggests a few points of further engagement for the future of Disability Studies.  Keywords: Disability Studies Quarterly; methodologies; disciplines/fields; collaboration
      PubDate: 2014-03-18
      Issue No: Vol. 34 (2014)
       
 
 
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