Journal of Literary & Cultural Disability Studies

Embracing Disorientation in the Disability Studies Classroom

Journal of Literary & Cultural Disability Studies (2020), 14, (1), 37–56.

Abstract

The article explores disorienting encounters within the disability studies classroom as a necessary and generative affective interaction, rather than a distraction from teaching and learning. While these sorts of encounters appear within disability studies scholarship, their impact and import within pedagogy remains under-examined. The argument in the article is that such moments provide an occasion not only to learn about ableism or disability culture but actually to feel something about these things. This analysis of disorientation involves an account of complex encounters that expose ways of knowing and feeling disability typically covered over in everyday life.

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Works Cited

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Donaldson, Elizabeth J. and Catherine Prendergast. “There’s No Crying in Disability Studies!” Journal of Literary & Cultural Disability Studies 5.2 (2011): 129–35. Print. Google Scholar

Harbin, Ami. Disorientation and Moral Life. Oxford: Oxford UP, 2016. Print. Google Scholar

Johnson, Merri Lisa and Robert McRuer. “Cripistemologies: Introduction.” Journal of Literary & Cultural Disability Studies 8.2 (2014): 127–47. Print. Google Scholar

Kafer, Alison. Feminist, Queer, Crip. Bloomington: Indiana UP, 2013. Print. Google Scholar

King, Thomas. The Truth About Stories: A Native Narrative. Minneapolis: U of Minnesota P, 2008. Print. Google Scholar

Kleege, Georgina. Sight Unseen. New Haven: Yale UP, 1999. Print. Google Scholar

McRuer, Robert. Crip Theory: Cultural Signs of Queerness and Disability. New York: New York UP, 2006. Print. Google Scholar

Michalko, Rod. The Two in One: Walking with Smokie, Walking with Blindness. Philadelphia: Temple UP, 1999. Print. Google Scholar

Mitchell, David T. and Sharon L. Snyder. Narrative Prosthesis: Disability and the Dependencies of Discourse. Ann Arbor: U of Michigan P, 2000. Print. Google Scholar

Mitchell, David T., Sharon L. Snyder, and Linda Ware. “‘[Every] Child Left Behind’: Curricular Cripistemologies and the Crip/Queer Art of Failure.” Journal of Literary & Cultural Disability Studies 8.3 (2014): 295–313. Print. Google Scholar

Murphy, Robert. The Body Silent. New York: Holt, 1987. Print. Google Scholar

Paterson, Kevin and Bill Hughes. “Disability Studies and Phenomenology: The Carnal Politics of Everyday Life.” Disability and Society 14.5 (2010): 597–610. Print. Google Scholar

Scheuer, Christina. “The Disability Poetics of Karen Fiser and Laurie Clements Lambeth.” Journal of Literary & Cultural Disability Studies 5.2 (2011): 355–72. Print. Google Scholar

Steinbock, Anthony. It’s Not About the Gift. New York: Rowman & Littlefield, 2018. Electronic. Google Scholar

Steinbock, Anthony. Moral Emotions: Reclaiming the Evidence of the Heart. Evanston: Northwestern UP, 2014. Electronic. Google Scholar

Titchkosky, Tanya. The Question of Access: Disability, Space, Meaning. Toronto: U of Toronto P, 2011. Print. Google Scholar

Quayson, Ato. Aesthetic Nervousness: Disability and the Crisis of Representation. New York: Columbia UP, 2007. Print. Google Scholar

Weiss, Gail. Refiguring the Ordinary. Bloomington: Indiana UP, 2008. Print. Google Scholar

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Details

Author details

Parrey, Ryan C.

Parrey, Ryan C.