front cover of Gendering Disability
Gendering Disability
Smith, Bonnie G
Rutgers University Press, 2004

Disability and gender, terms that have previously seemed so clear-cut, are becoming increasingly complex in light of new politics and scholarship. These words now suggest complicated sets of practices and ways of being.

Contributors to this innovative collection explore the intersection of gender and disability in the arts, consumer culture, healing, the personal and private realms, and the appearance of disability in the public sphere—both in public fantasies and in public activism. Beginning as separate enterprises that followed activist and scholarly paths, gender and disability studies have reached a point where they can move beyond their boundaries for a common landscape to inspire new areas of inquiry. Whether from a perspective in the humanities, social sciences, sciences, or arts, the shared subject matter of gender and disability studies—the body, social and cultural hierarchy, identity, discrimination and inequality, representation, and political activism—insistently calls for deeper conversation. This volume provides fresh findings not only about the discrimination practiced against women and people with disabilities, but also about the productive parallelism between these two categories.

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Inaccessible Access
Rethinking Disability Inclusion in Academic Knowledge Creation
Kelly Fagan Robinson
Rutgers University Press
Inaccessible Access ethnographically addresses barriers to inclusion within knowledge-making. It focuses on the social, environmental, communicative, and epistemological barriers that people with disabilities confront and embody throughout the course of their learning, living and in the specific context of their Higher Education Institutions and in research. It is presented by a neurodiverse, disabled, and non-cis cohort of authors, all of whom acknowledge a continuum of (in)access which is available to each contributor contingent on their inherent intersectionalities and alterities. The authors and editors of this book foreground the work that has yet to be done on recognising the value of non-normative ways of approaching, being in and knowing research and higher education, particularly in cases where disablity-centred epistemologies are side-lined in confrontation with institutional norms, even within existing discourses concerning equality and alterity. 
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