Having a career in disability studies without even becoming disabled! The strains of the disabled teaching body

Having a career in disability studies without even becoming disabled! The strains of the disabled teaching body

Does it matter who teaches disability studies, whether that teacher has a disabilityor not? Maybe this might strike the reader as a peculiar question – to focus on theteacher’s body or knowledge standpoint. There are certain theoretical and ontological implications in asking such questions. This article is an attempt to theorise about the way the bodies of teachers with disabilities are transmuted within the arena of teaching critical disability studies at colleges and universities.In particular, it explores the ways disabled teachers’ bodies can contribute to experiencing alterity outside of the frame of ‘other’ and the ways that the disabled teaching body can displace the objectification of disability through pedagogicalenactments of the lived experiences of disablement. In this way, this article refutes the assertion made by McWilliam and Taylor in 1998 that the pedagogical inspiration of bodies should not be celebrated. Instead, the focus is on workingthrough points of difference between the way normative teacher’s bodies and thedisabled teaching body is mediated in the processes of subjectification,identifying points of convergence that can benefit dialogue across varied sites of scholarship.

File reproduced in accordance with the copyright policy of the publisher/author.