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ERIC Number: ED380811
Record Type: Non-Journal
Publication Date: 1994-Mar
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
"Embodied Curriculum": Teaching Disability Studies in the First Year Composition Classroom.
Patterson, Kathleen A.
The first, and perhaps the most obvious, way to incorporate disability studies into the composition curriculum is to alter the way instructors teach canonical texts. The standard literary approaches to disability are genre studies, which consider disability to be an element of the gothic or the grotesque, and rhetorical studies, which analyze its function as metaphor. Such views of disability need not be ignored. Rather they should be looked at critically. Disability does function in this way in some literature but in other literature disability is multidimensional. In Southern literature, for instance, there are texts that problematize and sometimes directly challenge cultural assumptions about persons with disability. A second way to incorporate disability studies is for the instructor to use texts by "good" writers who are themselves disabled and who write about disability as "models" of good writing. A third way to incorporate disability studies would concern classes organized around multidisciplinary readings. Most of the recent scholarly work in disability studies is in the social sciences. History is also rich in its documentation of recent paradigm shifts in culture's understanding of disability. (Contains an extensive bibliography of disability texts in fiction, poetry, drama, history, sociology, politics, women's studies, and popular culture.) (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A