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.
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).