Transformations: The Journal of Inclusive Scholarship and Pedagogy最新文献

{"title":"Theory Meets Practice in an Introduction to Disability Studies Course","authors":"Joanne Woiak, Dennis Lang","doi":"10.1353/TNF.2014.0023","DOIUrl":"https://doi.org/10.1353/TNF.2014.0023","url":null,"abstract":"These comments from two of our students in “Introduction to Disability Studies” are typical of responses to the undergraduate disability studies curriculum at the University of Washington (UW). Since 2003, the Disability Studies Program has offered courses that explore disability as an issue of social justice and human diversity. The students come from disciplines in the humanities, social sciences, and sciences. The largest numbers are interested in disability studies as preparation for their careers in applied fields such as law, psychology, education, social work, and public health. For some the courses fulfill a major requirement, while others take disability studies in pursuit of the Human Rights or Diversity minors. Most students come into the introductory survey class with little prior knowledge of the history of the disability rights movement or the perspective that disability is a category of oppression, since disability and the voices of disabled people are rarely included in the rest of the university curriculum. The mission of our interdisciplinary program is to problematize society’s predominant understandings of disability, and to examine the social, cultural, political, economic, and historical factors that define and frame disability as a marker of difference. Four undergraduate courses are core requirements for the minor and major degrees in Disability Studies at UW. Typically five to ten students complete the minor each year, while a total of nineteen have graduated with the major. Our curriculum increases the depth and breadth of critical thinking around disability issues within the university as well as the community at large, enhancing the connections between relevant scholarship and informed social action. In this article we analyze and share insights from some of our collective experiences teaching an introductory survey course in disability studies. “Introduction to Disability Studies” provides a foundational understanding of the field and its relationship to the ongoing struggle for dis-","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115002545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rewriting Another: Discussing Ethics and Disability through Lucy Grealy’s Autobiography of a Face and Ann Patchett’s Truth and Beauty","authors":"Elizabeth Vogel","doi":"10.1353/TNF.2014.0028","DOIUrl":"https://doi.org/10.1353/TNF.2014.0028","url":null,"abstract":"What does Grealy’s disability have to do with her friend writing a memoir about her?” John, a student in my graduate-level memoir class, asked.1 During a discussion of Lucy Grealy’s Autobiography of a Face and Ann Patchett’s Truth and Beauty, other students echoed his sentiments, refusing to see any problems with Truth and Beauty, a memoir by an “able-bodied” writer describing her friendship with a “disabled” writer, written and published after Grealy’s death.2 Grealy became famous for her memoir about how her battle with cancer left her with a face that others described as “disfigured.” Patchett’s book, Truth and Beauty, began as an obituary of Grealy written for New York magazine. It was marketed as Patchett’s memoir, but reads as more of a biography of Grealy. Writing about someone after her death has its own ethical considerations, but is perhaps particularly complicated when an able-bodied person rewrites the story of a disabled person.3 “Disabled doesn’t seem to be the right word for her because this memoir is really about her face,” remarked one student. She had a point. Many of Grealy’s struggles had to do with cultural conceptions of beauty that do not accept difference. Nevertheless, her experiences complicate the category of disability. While much of Grealy’s pain came from how others viewed her face, she did have cancer. She also endured debilitating pain, and eating was difficult at times because of her jaw.Then again, the students in my class were right to interrogate the broad notion of “disability” in relation to Grealy’s memoir. In The Ugly Laws, Susan Schweik shows that there is a history of laws devoted to punishing and discriminating against those who do not fit the bodily norms of a particular culture. I was concerned that students’ discomfort with discussing Grealy as a “disabled” author partly expressed their need to pretend that disability was invisible. They were also uncomfortable discussing disability. Their stance was along the lines of “It’s mean to call her disabled,” and their discussions often focused on what they saw as the irrelevancy of her disability to her work as a memoir writer. While I understood the reluctance to focus on an author’s identity rather than her writing, Grealy’s memoir concentrates on her experiences of feeling different and on how others’ and her own perceptions shaped her identity. Grealy takes control of her identity through her writing. She wants readers to consider how disability—and her experiences of disability—are perceived. 1 This class is an English elective for MA students and upper-level undergraduates at a small, comprehensive university.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123653365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attention to the Text: Delay and the “ADD Generation”","authors":"S. Senk","doi":"10.1353/TNF.2014.0022","DOIUrl":"https://doi.org/10.1353/TNF.2014.0022","url":null,"abstract":"The phrase, “ADD (Attention Deficit Disorder) generation,” has penetrated both popular and academic accounts of how millennials have been critically debilitated by the availability of hyper stimulating new media. The unifying premise of these varied accounts is that today’s college students have been so cognitively affected by digital media that their reading practices have fundamentally changed (Birkerts, Fitzpatrick). They remember less of their own accord because their capacity to retain information has been weakened by their trust in externalized repositories of memory (Mueller). Above all, the problem seems to be that the surfeit of media available to current students offers no answer key explaining how to process it. The nature of digital reading, among other things, means that readers are increasingly tempted to do anything other than the task at hand by the ease of the click and scroll, and the inescapability of pop-up distractions. In place of the “single track concentration” that characterized the pre-digital era, millennials pursue “the restless, grazing behavior of clicking and scrolling” (Birkerts, xiv)—digitally-activated reading habits that have ostensibly “fragmented” and “shrunk” attention spans. After teaching English at the college level for a decade, I find it hard to dispute these claims. In recent years I’ve responded to changing reading practices by making drastic cuts to the amount of required reading on my course syllabi; today’s version of a course I taught five years ago contains precisely half the original assigned reading, but students today still complain more about the quantity. Even my diehard English majors who read for pleasure struggle to finish a single chapter of a novel in one sitting. Every time that one of those same students stares at the few hundred novels on the shelves in my office and exclaims that one day he or she hopes to have “a wall of books” like mine, I consider how even the bibliophiles seem to think about reading in terms of passive consumption; they envision a time in which they too will “have” books, but they never speak about the experience of reading them. Though most of the accounts of “the ADD generation” focus on students’ inattention, I find that the speed of accessing and sharing information over digital media perpetuates an expectation of immediate results in my students’ reading practices. It’s a mistake to call their consumption of digital media “passive” because that connotes an extended period of time in which an unfocused consumer absorbs bits and pieces of a whole. The problem, as I see it, is not just that students are unfocused, but that they have come to think of extended processes like reading solely in terms of an endpoint: to have the answer, and to have it now. SARAH SENK","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131655648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Art as a Spiritual Experience: Photos by Melida Rodas and Xielo Luna Cora","authors":"Melida Rodas","doi":"10.1353/tnf.2014.0005","DOIUrl":"https://doi.org/10.1353/tnf.2014.0005","url":null,"abstract":"","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128440960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shifting Students’ Imaginings of Disability","authors":"K. Geurts, Jessica Hansén","doi":"10.1353/TNF.2014.0032","DOIUrl":"https://doi.org/10.1353/TNF.2014.0032","url":null,"abstract":"The artwork in this essay was produced by members of a 2013 undergraduate course, Intergroup Dialogue on Disability, in which Kathryn Linn Geurts was an instructor and Jessica Hansen was a student. These visual responses, such as “Freakshow” (figure 1), reflect reactions to several readings and showcase the critical learning objectives and goals of the course. Inherently interdisciplinary, the class was offered through the Conflict Studies program and was cross-listed with Social Justice, Anthropology, and Public Health Sciences at Hamline University, in Saint Paul, Minnesota. Hamline is a private institution with a small but growing commuter population; it attracts students who grew up primarily in the Midwest, and is somewhat selective. With no Disability Studies program at Hamline, this mid-level course met Conflict Studies program requirements and also fulfilled “Cultural Breadth” requirements all students must meet to earn an undergraduate degree. The aim was to teach students to communicate through dialog across social, cultural, and power differences. Through sustained and meaningful cross-group contact and relations, the course encourages students to explore both conflict and common ground, particularly around issues related to ableism. It challenges students to examine their assumptions and their political and social understandings of disability as they engage in reflective conversations and inquiry. Early in the semester, Jessica Hansen created this assemblage and titled it “Power and Control” (figure 2). Her explanation of her work’s origin and meanings reflects the pedagogical approach of the class:","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128243867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Intersection of Disability Studies and Health Science","authors":"Sharon Cuff, Kathleen A. McGoldrick, S. Patterson, Elizabeth Peterson","doi":"10.1353/TNF.2014.0019","DOIUrl":"https://doi.org/10.1353/TNF.2014.0019","url":null,"abstract":"On the first day of class I always ask my health science students, “Why disability studies?” Inevitably more than half the class answers, “Because I want to help people.” I groan and think, here we go again. I sit in my wheelchair facing a room full of future doctors, nurses, PAs, PTs, OTs, and human service providers, who have decided to forge their careers in healthcare services. To many disability activists, our students represent the medical model of disability—the enemy. They are those who see us as our disability. Who only see our deficits, and strive with their paternalistic knowledge to fix us and help us fit better into the construct of the normal they are accustomed to. Although I know they mean well, the task of changing over twenty years of societal indoctrination seems quite overwhelming and maybe a bit futile. I have to ask myself, “Why do I choose to attempt to educate future healthcare providers about what it means to live well with a disability?","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123390616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Religion in Philadelphia” for General Education","authors":"R. Alpert","doi":"10.1353/TNF.2014.0010","DOIUrl":"https://doi.org/10.1353/TNF.2014.0010","url":null,"abstract":"A few years ago Temple University restructured its general education program, and faculty members were all encouraged to design new courses, especially those that would incorporate “the Philadelphia experience.” Why not Religion in Philadelphia, then? Schools in Chicago and New York were teaching equivalent courses, and surely Philadelphia would lend itself to such a project. Philadelphia was founded on the principle of religious freedom, thanks to William Penn and his Quaker tradition. It was home to the first free African American churches in the United States. George Washington prayed here, as did our own saint Benjamin Franklin. (In his later years Franklin himself followed the work of itinerant evangelical preachers, with their messages about morality and salvation.) Immigrant Catholics and Jews of various ethnic backgrounds were both welcomed and reviled when they arrived en masse in the nineteenth century and built strong communities including institutions and edifices that still survive. Temple University was founded by a Baptist preacher who was one of the early proponents of the gospel of prosperity. Later immigrants brought vibrant Muslim, Hindu, and Buddhist cultures. Religion plays a part in many dimensions of civic life, from commerce to popular culture, social services to the arts, politics to the school system. Philadelphia, past and present, is saturated with sacred places and stories. You just need to look for them. As I began the work of syllabus creation, I used students’ desires to explore their new urban environment to help them discover where religion lives. In the classroom they would learn about how religious people carved out lives, created communities, and integrated themselves into broader social networks. Outside the classroom they would discover for themselves what those lives and communities and networks looked like, how they worked, and what they contributed to life in the city. The course would also broaden their view of where religion resides in urban areas beyond houses of worship and beyond the Christian traditions most of them grew up with. It would have them explore the different ways religion may appear in unexpected places and see how religious symbols connect to the landscape and neighborhoods of the city. Projects would develop students’ skills in observation and their capacity to be curious (rather than judgmental) about unfamiliar religious spaces, practices, and practitioners. As students worked through the course, they would become better observers. They would better understand the role","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122448323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Religion, Illness, and Healing in an Interdisciplinary Classroom","authors":"C. G. Brown","doi":"10.1353/TNF.2014.0012","DOIUrl":"https://doi.org/10.1353/TNF.2014.0012","url":null,"abstract":"a for me I how my apparently healthy a to sense of their sufferings and for wholeness. Other are on a premedical track and wisely want a broader perspective on the needs and experiences of future patients. Most have family members with a personal stake in the questions broached by the","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126665041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Your American Sign Language Interpreters are Hurting Our Education”: Toward a Relational Understanding of Inclusive Classroom Pedagogy","authors":"Joseph Michael Valente","doi":"10.1353/TNF.2014.0018","DOIUrl":"https://doi.org/10.1353/TNF.2014.0018","url":null,"abstract":"A few years after I began working as a tenure-track assistant professor at Pennsylvania State University, I taught a graduate seminar on ethnographic methods that was popular with international students and those interested in cross-national research. One mid-October evening after class, a small group of students confronted me in the hallway: “Your American Sign Language interpreters are hurting our education.” Although I am deaf, this class was the first time I had American Sign Language (ASL) interpreters with me at my workplace, or in any place for that matter. I grew up speaking and reading lips, and as a newcomer to ASL, I set out with fantasies of becoming as eloquent in sign language as I am in spoken and written English. But the more I learned ASL and immersed myself in signing communities, the more I realized merely becoming conversant in ASL was going to be a challenging enough aspiration. I came to appreciate that learning ASL was going to be equally as laborious and as much of a struggle as it had been for me to learn English. I eventually learned that ASL is a complex visual-gestural language with linguistic processes functionally equivalent to English phonology, morphology, syntax, semantics, and pragmatics (Valli et al.). And I quickly learned that my fantasies of becoming eloquent in ASL were just that—fantasies. As a latecomer to ASL using sign language interpreters for the first time at work, I also had to come to terms with the fact that I had the receptive language skills of maybe a tenyear-old signer and expressive language skills of about a five-year-old. Strangely in ASL conversations, back then as well as now, I was and still am able to more readily recall the handshapes and movements for signing “pedagogy” and “ethnography” rather than “bacon” or “onions.” On top of my own struggles becoming a sign-user, I was confronted with what felt that October evening like an attack from my students on my right to ASL interpreters and full, meaningful community participation. Before coming to Penn State, I “passed” as a hearing person—for the most part. I was a deaf person who acted hearing. I had spent thirty-plus years JOSEPH MICHAEL VALENTE “","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"174 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132462079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Crip; or, What We Talk about When We Talk about Disability Pedagogy","authors":"S. Chinn","doi":"10.1353/TNF.2014.0017","DOIUrl":"https://doi.org/10.1353/TNF.2014.0017","url":null,"abstract":"","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"77 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133685162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}