Disability, activism and the academy: time for renewal? [Dossier]
Titre de la revue:
Disability and Society
Volume (article):
34
N° du périodique:
7-8
Date du numéro (article):
01/08/2019
Source:
Vol. 34 N° 7-8 / 01-08-2019
Auteur(s):
VAUGHAN, Kelly P./SUPER, Gia
ISBN / ISSN:
ISSN 0968-7599
Année de publication:
2019
Date de publication:
01/01/2019
Résumé:
In this process-oriented article, the authors weave short personal narratives with theoretical reflections to examine the relationship between Disability Studies scholarship and parenting children with disabilities. The authors present three findings: first, their position as parent-teacher-scholars informs their work in Disability Studies. Second, the work of Disability Studies scholars has the potential to positively influence parents' understandings of disability; consequently, Disability Studies-informed parenting can influence parent advocacy for their children. Third, parent-scholars have the potential to create research that can positively impact parents, practitioners, and the field of Disability Studies. The authors conclude by arguing that there is a need for Disability Studies scholarship for and by parents. This work is significant because it challenges divisions between theory and practice, and articulates a need and responsibility for parents to grapple with alternative understandings of disability and alternative (collective) ways to create better social conditions for their children. [Résumé d'auteur]