Disability, Dialogue, and the Posthuman

Saur, Ellen; Sidorkin, Alexander M.

doi:10.1007/s11217-018-9616-5

Cited by 7 publications

(3 citation statements)

References 7 publications

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“…Humans beings often define themselves in terms of their abilities: ‘the ability to speak, to act, to create, to think, to feel, to be self‐aware, to exercise free will’ (Saur and Sidorkin : 6). This is humanism and those that cannot enact these abilities risk being excluded: for ‘failure to contribute to the reciprocal economy of the able’ (Saur and Sidorkin : 7). Historically, humanism has embraced some humans and constituted others as sub‐human or in‐human through slavery, categorisation, institutionalisation, demonisation and marginalisation.…”

Section: Discussionmentioning

confidence: 99%

Working the edges of Posthuman disability studies: theorising with disabled young people with life‐limiting impairments

Liddiard

Whitney

Evans

et al. 2019

Sociology Health & Illness

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This paper is built upon an assumption: that social theory can be generated through a meaningful engagement with a co‐researcher group of disabled young people. Our co‐researchers are theoretical provocateurs and theorists in their own right who, through their activism and writing, are challenging us to reconsider the meaning of life, death and disability. Their work on our funded Economic and Social Research Council (ESRC) project has enabled us to consider the promise and potential of humanist and posthuman epistemologies, theories, methodologies, interventions and activisms. The paper introduces the research, the authors of this paper (academics and co‐researchers) and then explores three layers of analysis that work the edges of posthuman thinking; sovereign and assembled selves; affects and desires; mourning and affirmation. We conclude by asserting that as a research team we are engaging with a DisHuman approach to theory and activism: one that blends the pragmatics of humanism with posthuman possibilities.

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Section: Discussionmentioning

confidence: 99%

Working the edges of Posthuman disability studies: theorising with disabled young people with life‐limiting impairments

Liddiard

Whitney

Evans

et al. 2019

Sociology Health & Illness

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“…En este aspecto cobran sentido las ideas de Calderón y Ruiz (2015), cuando afirman que las personas necesitan encontrar referentes de confianza y que entonces el chantaje social pierde poder, y las personas y contextos pueden liberarse gracias a esos apoyos. Los testimonios recogidos reivindican esto y nos parecen de gran valor, insistiendo en cómo la discapacidad nos permite repensarnos a nosotros mismos, nuestras relaciones y nuestras políticas (Saur & Sidorkin, 2018).…”

Section: Discusión De Los Resultadosunclassified

Discapacidad, estigma y sufrimiento en las escuelas. Narrativas emergentes por el derecho a la educación inclusiva

Vila-Merino,

Rascón-Gómez,

Calderón-Almendros

2024

EducXX1

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Partiendo del Modelo Social de la Discapacidad, este artículo pretende visibilizar los procesos de estigmatización, discriminación y sufrimiento que se producen en la escuela, así como revisar los procesos de socialización y educación que experimentan en la institución escolar estudiantes, familiares, profesionales y activistas. Al mismo tiempo, aborda la ausencia de respuestas educativas a la diversidad y a las demandas sociales y profesionales que requiere la misma desde una perspectiva inclusiva. Para ello presentamos seis historias de vida en profundidad y trece relatos autobiográficos de estudiantes, familias, profesionales y activistas desarrollados a través de una investigación narrativa en la que se analizan sus experiencias sociales y educativas, a partir de tres categorías: el proceso de etiquetaje y sus repercusiones, la respuesta de los estudiantes, sus familias y los profesionales, y las repercusiones de la discriminación sobre la persona y su entorno. Los resultados muestran sus luchas para encontrar apoyos que les permitan emprender procesos de activismo y empoderamiento dirigidos a conseguir una escuela que no segregue en centros o aulas específicas al alumnado nombrado por la discapacidad, y que les tenga en cuenta para la toma de decisiones pedagógicas. A modo de conclusión, se muestra la necesidad de poner en el epicentro del discurso de la inclusión la voz del alumnado y las familias; de reconocerlos como activistas con capacidad para mostrar, desde sus experiencias narradas, la necesidad de desafiar el proceso de etiquetado; y de protagonizar investigaciones comprometidas con el cambio educativo y social, que habilitan nuevas cartografías vitales e impulsan un movimiento social por el derecho a la educación.

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“…In order to narrow the focus down of this short paper we want to work with an increasingly popular perspective within critical Disability Studies: posthuman Disability Studies (e.g. Gibson, 2006;Cheyne, 2013;Goodley et al, 2014;Griet, 2009;Feely, 2015Feely, , 2016Feely, , 2020Van Trigt et al, 2016;Dewsbury, 2011;Gibson et al, 2012;Whitney et al, 2019;Murray, 2017Murray, , 2020Saur and Sidorkin, 2018;Clinckenbeard, 2020;Goodley and Martin, 2020). We are not suggesting that this is the only way we should epistemologically ground ourselves.…”

Section: International Journal Of Disability and Social Justice 11 November 2021mentioning

confidence: 99%

Key Concerns for Critical Disability Studies

Goodley¹,

Lawthom²,

Liddiard³

et al. 2021

International Journal of Disability and Social Justice

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The International Journal of Disability and Social Justice is a timely intervention into the interdisciplinary field of Disability Studies. Any new initiative, especially in a pre-existing and maturing field of inquiry, should encourage us all to think critically and reflexively about the key questions and issues that we should be grappling with today. This paper offers an inevitably partial take on some of the key concerns that we think scholars, activists and artists of Disability Studies should be engaging with. Everything we do these days takes place in the shadows cast by the global pandemic. While it is important to acknowledge the centrality of COVID-19 – and the threat this poses to the mind-bodies, politics and everyday realities of disabled people – we want to foreground some preoccupations, ideas and debates emerging from within the field of Disability Studies that will have resonance beyond the pandemic. We will begin the paper by offering a perspective on the contemporary nature and state of Disability Studies; suggesting that many of us are Critical Disability Studies thinkers now. Next, in order to narrow the focus of the discussion in this brief paper, we choose one emergent and popular theoretical orientation – posthuman Disability Studies. Then, we introduce and elaborate on four broad concerns that we think we should engage with; desire, alliances, non/humans and their implications for conceptualising social justice. Throughout the paper we will work through some of the power dynamics, questions of accountability and requirements for a generosity of engagement that these concerns provoke.

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Disability, Dialogue, and the Posthuman

Cited by 7 publications

References 7 publications

Working the edges of Posthuman disability studies: theorising with disabled young people with life‐limiting impairments

Working the edges of Posthuman disability studies: theorising with disabled young people with life‐limiting impairments

Discapacidad, estigma y sufrimiento en las escuelas. Narrativas emergentes por el derecho a la educación inclusiva

Key Concerns for Critical Disability Studies

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