Radical (re)naming through a tapestry of autoethographic voices: Finding healing through dis/ability theorizing

Authors

Kelly Vaughan, Purdue University Northwest, Hammond
David I. Hernandez-Saca, University of Northern Iowa
Jamie Buffington-Adams
Mercedes Cannon, ndiana University-Purdue University Indianapolis
Sandra Vanderbilt
Ann G. Winfield, Roger Williams UniversityFollow

Document Type

Article

Comments

Published in: Journal of the American Association for the Advancement of Curriculum Studies. Spring, v. 13, issue 1.

Abstract

In this article, we engaged in a multi-layered collective autoethnography about disability, ableism, and identity within the context of schools and society by exploring the relationship between Curriculum Studies and Dis/ability Studies in Education. While excerpts of our individual narratives are embedded in the article, our final piece weaves together our individual reflections to illustrate that there is no single experience of dis/ability; however, there are themes about dis/ability and resistance to ableism that can be gleaned from hearing a multiplicity of voices within a context of intersectionality for radical individual, social and (inter)disciplinary transformation.

Recommended Citation

Buffington-Adams, J., Cannon, M.A., Hernández-Saca, D.I., Vanderbilt, S., Vaughan, K., & Winfield, A.G. (2019). Radical (re)naming through a tapestry of autoethographic voices: Finding healing through dis/ability theorizing. Journal of the American Association for the Advancement of Curriculum Studies. Spring,13 (1).