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Disability as Meta Curriculum - Epistemologies, Ontologies, and Transformative Praxis (Hardcover)
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Disability as Meta Curriculum - Epistemologies, Ontologies, and Transformative Praxis (Hardcover)
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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.
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