1st Edition

Disability, Avoidance and the Academy Challenging Resistance

Edited By David Bolt, Claire Penketh Copyright 2016
    212 Pages 2 B/W Illustrations
    by Routledge

    212 Pages
    by Routledge

    Disability is a widespread phenomenon, indeed a potentially universal one as life expectancies rise. Within the academic world, it has relevance for all disciplines yet is often dismissed as a niche market or someone else’s domain. This collection explores how academic avoidance of disability studies and disability theory is indicative of social prejudice and highlights, conversely, how the academy can and does engage with disability studies.

    This innovative book brings together work in the humanities and the social sciences, and draws on the riches of cultural diversity to challenge institutional and disciplinary avoidance. Divided into three parts, the first looks at how educational institutions and systems implicitly uphold double standards, which can result in negative experiences for staff and students who are disabled. The second part explores how disability studies informs and improves a number of academic disciplines, from social work to performance arts. The final part shows how more diverse cultural engagement offers a way forward for the academy, demonstrating ways in which we can make more explicit the interdisciplinary significance of disability studies – and, by extension, disability theory, activism, experience, and culture.

    Disability, Avoidance and the Academy: Challenging Resistance will interest students and scholars of disability studies, education studies and cultural studies.

    Introduction David Bolt  Part 1: Challenging Institutional Avoidance: Systems and Education  1. Disability, Diversity and Diversion: Normalization and Avoidance in Higher Education David T. Mitchell  2. Disabling Policies and Exclusionary Infrastructures: A Critique of the AAUP Report Sushil Oswal  3. 'Crippled Inside?': Metaphors of Organisational Learning Difficulty Joel Petrie  4. Avoiding New Literacies: Ideology, Dyslexia, and Perceived Deficits Owen Barden  5. School Textbooks and the Avoidance of Disability: Emptied of Representation Alan Hodkinson  Part 2: Challening Disciplinary Avoidance: The Case for Curricular Reform  6. Lessons in Critical Avoidance: Disability Studies and 'Special Educational Needs'  Claire Penketh and Laura Waite  7. Words for Dignity: From Budapest to Berkeley and Back Rita Hoffmann and Maria Flamich  8. Validating Critical Avoidance: Professional Social Work, Mental Health Service Users/Survivors, and the Academy Kathy Boxall and Peter Beresford  9. Servicescapes, People, Brands, and Marketing Management: Looking to the Future of Consumer Disability Research Through Disability Studies Tom Coogan and Robert Cluley  10. Literary Disability Studies in Creative Writing: A Practical Approach to Theory Cath Nichols  11. Fabulous Invalids Together: Why Disability in Mainstream Theater Matters Ann M. Fox  12. Ahimsa and the Ethics of Caring: Gandhi's Spiritual Experiments with Truth via an Idea of a Vulnerable Human Body Hemachandran Karah  Part 3: Challenging Critical Avoidance: Culture, Place, and Modernity  13. Disability Studies and Modern Responses to Stefan Zweig's Beware of Pity: Critics' Avoidance Emmeline Burdett  14. Avoiding Disability in Scottish Literary Studies? Scottish Studies, Ablenationalism, and Beyond Arianna Introna  15. How I Can Go On: Embracing Modernity's Displeasure with Beckett's Murphy Chris Ewart  16. Signifying Otherness in Modernity: The Subject of Disability in The Sun Also Rises and The Sound and the Fury Will Kanyusik  17. Epilogue Claire Penketh


    Dr David Bolt is Associate Professor of Disability and Education at Liverpool Hope University, United Kingdom. He completed his PhD in 2004 at the University of Staffordshire. He has authored, edited, and guest edited numerous works about disability, literary representation, culture, language, and education.

    Dr Claire Penketh is Principal lecturer in Disability and Education at Liverpool Hope University, United Kingdom. She completed her PhD in 2010 at Goldsmiths College, University of London. She has authored work on disability, art education, policy, and culture.