This edited book makes an epistemic claim that disability studies’ approaches to curriculum are doing more than merely critiquing how privileged knowledge excludes disability from curriculum theory and praxis. The scholars, in this volume, argue, instead, that Disability Studies embodies an epistemic space that not only demonstrates its difference from the normative curriculum, it exceeds curriculum’s confining boundaries. Thus, they argue for a “curriculum about curriculum”—one that critically investigates the epistemological, ontological, and pedagogical claims of the normative curriculum from the critical standpoint of disability.
Conceptualizing curriculum as cultural politics, each chapter offers a theorization of disability via a critical intersectional lens that addresses the following questions: What are the epistemological barriers/possibilities encountered when disability is brought into the intellectual ambit of curriculum theory? What would curriculum theory look like if disabled people re-imagined the curriculum? What is the link between curriculum and conceptions of specialized programming for students identified as disabled? And most critically, how do approaches to schooling and conceptions of ability within curriculum studies enact forms of racism, sexism, and heteronormativity as well as are complicit in the construction and removal of the disabled body from mainstream education? This book was originally published as a special issue of the journal Curriculum Inquiry.
1 Introduction— Disability as meta curriculum: Ontologies, epistemologies, and transformative praxis
Nirmala Erevelles, Elizabeth J. Grace and Gillian Parekh
2 Am I the curriculum?
Alyssa Hillary Zisk
3 Dominant narratives, subjugated knowledges, and the righting of the story of disability in K- 12 curricula
Jessica K. Bacon and Priya Lalvani
4 Disciplined to access the general education curriculum: Girls of color, disabilities, and specialized education programming
Mildred Boveda, Ganiva Reyes and Brittany Aronson
5 Through space into the flesh: Mapping inscriptions of anti- black racist and ableist schooling on young people’s bodies
Patricia Krueger- Henney
6 DisCrit solidarity as curriculum studies and transformative praxis
Subini Ancy Annamma and Tamara Handy
7 Precarious, debilitated and ordinary: Rethinking (in)capacity for inclusion
8 Unlearning through Mad Studies: Disruptive pedagogical praxis
Sarah N. Snyder, Kendra- Ann Pitt, Fady Shanouda, Jijian Voronka, Jenna Reid and Danielle Landry