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dc.contributor.authorCampbell, Fiona Kumarien_US
dc.contributor.editorRoger Sleeen_US
dc.date.accessioned2017-05-03T12:21:59Z
dc.date.available2017-05-03T12:21:59Z
dc.date.issued2009en_US
dc.date.modified2010-08-04T07:19:01Z
dc.identifier.issn13603116en_US
dc.identifier.doi10.1080/13603110903046002en_AU
dc.identifier.urihttp://hdl.handle.net/10072/30266
dc.description.abstractDoes it matter who teaches disability studies, whether that teacher has a disability or not? Maybe this might strike the reader as a peculiar question - to focus on the teacher'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 pedagogical enactments 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 working through points of difference between the way normative teacher's bodies and the disabled teaching body is mediated in the processes of subjectification, identifying points of convergence that can benefit dialogue across varied sites of scholarship.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom713en_US
dc.relation.ispartofpageto725en_US
dc.relation.ispartofissue7en_US
dc.relation.ispartofjournalInternational Journal of Inclusive Educationen_US
dc.relation.ispartofvolume13en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchHumanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)en_US
dc.subject.fieldofresearchcode130205en_US
dc.titleHaving a career in disability studies without even becoming disabled! The strains of the disabled teaching bodyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Lawen_US
gro.date.issued2009
gro.hasfulltextNo Full Text


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    Contains articles published by Griffith authors in scholarly journals.

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