DOCSLIB.ORG

Disabling Trauma: Toward a Crip Critique of Post-Traumatic Stress

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Disabling Trauma: Toward a Crip Critique of Post-Traumatic Stress Disabling Trauma: Toward A Crip Critique of Post-Traumatic Stress Disorder A Dissertation SUBMITTED TO THE FACULTY OF THE UNIVERSITY OF MINNESOTA BY Angela M. Carter IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Dr. Jigna Desai and Dr. Jennifer Pierce, Co-Advisors August 2019 Angela M. Carter Copyright, 2019 Acknowledgments As both a disabled person and a Buddhist practitioner, I believe deeply in the truth of our interdependence. We do nothing on our own. Nothing about who we are, or who we become, is a singularity. Our multitudes not only support one another in ways we cannot always know, they intertwine in ways we cannot begin to imagine. I am here today because of a multitude, a multitude of others. It began with the Ronald E. McNair Program so many years ago - so I must begin with acknowledging the folks there who first told me this was possible. Dr. Harker and Sarah Hass - I quite literally would not be here without you. Christine, thank you in particular, for being the first person to truly teach me how to think, write, and analyze. You opened doors I didn’t know existed and for that this dissertation is your success as much as it is mine. Joan and Dr. Minner, how can I ever thank you? There just aren’t words for the people who adopt you when you most need to be adopted. Thank you. Thinking (and becoming) happens in community and I could not have thought these thoughts without the disability communities I have found. I cannot begin to name all the people I need to name to truly acknowledge everyone who has supported my process. From the folks who have been at the various the Disability Studies conferences and panels, to my friends here in the Critical Disability Studies Collective, to my colleagues at the Disability Resource Center, I am a better scholar, teacher, and person, because of disability community. i I am particularly grateful to be in community with Sami Schalk, Jina Kim, Krystal Clearly, Hailee Yoshizaki-Gibbons, Sam Schmitt, Tina Catania, Amanda Swenson, Esther Witte, Aimi Hamraie, Samuel Shelton, Jay Wilson, Heather C. Lou, Corbett Laubignat, Jessica Horvath Williams, Shanna Katz Kattari, Jess Waggoner, Tanya Aho, Aly Patsavas, and Theodora Danylevich. Even if they didn’t show up in the bibliography, my scholarship would not be what it is if it wasn’t for the support and mentorship of Margaret Price, Eli Clare, Alison Kafer, Ellen Samuels, Mimi Khúc, Kim Nelson, Melanie Yergeau, Corbett O’Toole, Tammy Berberi, Johnna Keller, Liat Ben-Moshe, and Nirmala Erevelles. I wouldn’t have made it to or through the dissertation stage of graduate school if it wasn’t for my queerworld cohort (QAUREL for life). Karisa, thank you dear friend, for all the feminist life coaching and Taurus real talk. Raechel, we’ve got each other in this you and I, this dissertation has shown me that. Thank you for reading drafts and talking me through it. eWill, we may never agree on A Little Life, but my chapter is better because you read it, thank you for your help. Eli, Libby, and E.G. thank you helping me process all the ways that I am more than the words in this document. Logan, Jason, and Jessica – Thank you so much, especially for all the support you gave me throughout the last year of the dissertation. From making me food, to listening to me process, to checking in on me, to helping me with edits and formatting - I don’t know where I would be if it wasn’t for you three. This dissertation certainly wouldn’t be where it is today. The words thank you don’t go far enough. Thank you for being my family. ii I want to take a moment to acknowledge my students – especially those in the Bodies That Matter: Feminist Approaches to Disability Studies and the Sex Love and Disability classes that I have taught. My students have kept me grounded, kept me thinking, and kept me moving forward throughout this writing. I would be remised if I did not thank Kim Clarke the GWSS subject librarian who helped me so much as I learned new methods and new modes of research for this project. Thank you, Kim, for your excitement and support about my project. Librarians like you make writing dissertations so much more fun. I’d also like to be a bit unorthodox and acknowledge my first mentor, Mr. Pointer, who taught me what it means to put your everything into something. It was Mr. Pointer who taught me what hard work, dedication, and determination looked like – I am here today because of the foundational mentorship he gave me so many, many years ago. I cannot thank my family enough for all that they have held while I’ve been doing this work. To my brother and my sister, thank you for believing in me when I didn’t believe in myself. To my mother, thank you for all your patience and understanding. Thank you for talking through so many things that are so hard to talk through, but so important. To Maddy, thank you for reminding me daily that all the things I’ve learned in the last fifteen years of school mean nothing if I can’t say them succinctly and connect them to your lived experience. You keep me real kid, and I’m a better scholar, teacher, and person because of it. To Gabe, my partner and my love, thank you for holding everything together. Thank you for every cup of coffee and every stolen moment. I am here because you’re beside me. Thank you. iii Lastly, thank you to my committee members (both past and present) for pushing me to be more and do more than I thought I ever could. Jennifer, the beginnings of this project are rooted in the thinking I did with you. Thank you for guiding my time in coursework and for helping me develop all that this has become. Reg, thank you for being the first person to encourage me to write about these things, even before I was ready to accept that this was my project, you saw it. Thank you for helping me find a vision. Thank you, Naomi, for helping me find a home here at the U and helping me stay in touch with my love for philosophy. Thank you, Aren, for challenging me to find the nuances in my argument and for all the ways you’ve provided formal and informal mentorship for me throughout these years. Edén, thank you for supporting my passion for teaching and my desire to bring Disability Studies into the GWSS classroom. When I teach, I teach with the goal of becoming an instructor just like you. Margaret – thank you for introducing me to the world I needed to find. It was about six years ago when you were knitting and tweeting through the panel I was speaking on. Afterward, you introduced me to Critical Disability Studies and other crip scholars. My world changed. Thank you. Thank you for all the support and guidance you’ve given for this project, of course, but more importantly thank you for helping me become the scholar and person I am today. And finally, Jigna, here we are. Thank you for every meeting. Every hug. Every word you read three times. Thank you for email. Every text message. Every time you made me do it again and again and again. Thank you for all the patience you had with my iv processes and all the work you did to drag me to this day. This dissertation is as much yours as it is mine. I hope it is something you are proud of. v I dedicate this dissertation to its ghosts, both living and dead: Susan B. Carter Sharyn Eastly Helene “Lanie” Jones Jesús Estrada-Pérez Helga B. Riddle Willem “Ed” Riddle Oma Helene Wolfe vi Table of Contents Acknowledgements……………………………………………………………………...…i Dedication…...……………………………………………………………………………vi List of Tables…...…………………………………………………………………...…. viii List of Figures………………………………………………………………………….....ix Introduction……………………………………………………………………………….1 Chapter One: “Wounds That Don’t Bleed”: News Media, 9/11, and the Discourses of U.S. Traumatocracy……………………………………………………………………...23 Chapter Two: Toward a Feminist Queer Crip Theory of Trauma, or: When Emma González’s Silence Said Everything………………………………………………….….79 Chapter Three: Trauma and the Trigger Warning Debate: Toward a Feminist Disability Studies Pedagogy……………………………………………………………………….119 Chapter Four: The Cripistemologies of Trauma: A Feminist Queer Crip Interpretation of Hanya Hanagihara’s A Little Life………………………………………………………150 Conclusion……………………………………………………………………………...202 Notes…………………………………………………………………………………....220 Works Cited…………………………………………………………………………….225 vii List of Tables Graph A: Time Magazine Reporting on Trauma, 1980-2016……………………………45 Graph B: Pre- and Post- 9/11 Reporting on Trauma……………………………………..46 Graph C: Origins of Trauma, 1980 – 2016………………………………………………48 Graph C1: Origins of Trauma, Pre - 9/11……………..………………………………... 49 Graph C2: Origins of Trauma, Post – 9/11………………………………………………50 Graph D: References to War/Military 1980-2016……………………………………….53 Graph E: Whose Trauma is Recognized, 1980-2016…………………………………….59 Graph E1: Whose Trauma is Recognized, Pre - 9/11…………………………………....60 Graph E2: Whose Trauma is Recognized, Post - 9/11………………………………….. 61 Graph F: Pre- and Post- 9/11 Recovery Narrative……………………………………… 64 Graph G: Pre- and Post- 9/11 Socially Unacceptable Consequences of Trauma--…..67-68 viii List of Figure Figure 1: Chip Kidd’s 1996 NYT Magazine Cover……………………………………167 ix Introduction There is no good beginning to stories like mine. Or to dissertations like this one. If I tell you about my disabling trauma, I risk falling into the exact ideological trappings I aim to critique. You’ll see me either as a victim of my own circumstances—as someone who is attached to their own woundedness.
Load more

Recommended publications
  • Women's Studies Quarterly
    !" #$%%!& #' ()( **+++, - ,**)+ . ! "# /0 (1 )231 4 ( ! " !"# $%& '()*++'',- 4 1 ( ! "# $ % ! & % ' !( ) * )+ #%, %% -.#/+ 0%!!% !%0 % )))% 0 ! # %! & %10 #% 2& %+ 3) WOMEN'S STUDIES BOOK REVIEW Sami Schalk. Bodyminds Reimagined: (Dis)ability, Race, and Gender in Black Women’s Speculative Fiction. Duke UP, 2018. Bodyminds Reimagined is a compelling critical study of the points of contact and convergence between disability studies and Black feminist studies in contemporary Black women ’s spec- ulative fiction. In the first monograph focusing exclusively on the representation of disability by Black authors, Schalk meticulously sketches the contours of the various fields with which Bodyminds Reimagined converses. Schalk begins with the stance that “(dis)ability is rarely accounted for in black feminist theory ” and that disability studies “has often avoided issues of race ” (3 –4). Speculative fiction, Schalk argues, is a rich site to interrogate the contact between Black feminist theory and disability studies because the nonrealist genre elements allow authors to “reimagine the possibilities of bodyminds ” (17) and posit alternative constructions of identity in nonreal worlds that in turn “force readers to question the ideologies undergirding these categories ” (18). Bodyminds Reimagined considers Black women ’s speculative fiction published after 1970 using a three-pronged methodology: rejecting the good/bad binary that characterizes much scholarship on representations of disability; attending to more than just character analysis in close reading individual texts; and approaching speculative worlds on their own terms and reading them through their nonrealist rules. Bodyminds Reimagined is not only a vital examination of disability within Black fiction, but also a methodological manual of sorts for scholars inspired to continue this intellectual project. But what is a “bodymind ”? Schalk borrows this vocabulary from the materialist feminist disability scholarship by Margaret Price.
    [Show full text]
  • Copyright © and Moral Rights for This Thesis Are Retained by the Author And/Or Other Copyright Owners
    Jacobs, Naomi Lawson (2019) The Upside‐down Kingdom of God : A Disability Studies Perspective on Disabled People’s Experiences in Churches and Theologies of Disability. PhD thesis. SOAS University of London. http://eprints.soas.ac.uk/32204 Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non‐commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. When referring to this thesis, full bibliographic details including the author, title, awarding institution and date of the thesis must be given e.g. AUTHOR (year of submission) "Full thesis title", name of the School or Department, PhD Thesis, pagination. The Upside-down Kingdom of God: A Disability Studies Perspective on Disabled People’s Experiences in Churches and Theologies of Disability NAOMI LAWSON JACOBS Thesis submitted for the degree of PhD 2019 Department of Religions and Philosophies SOAS, University of London 1 Abstract This thesis argues that, in many churches, disabled people are conceptualised as objects of care. However, disabled Christians are capable of being active agents in churches, with service, ministry and theologies of their own to offer. In Part A, I explore the discourses that have historically functioned in churches to marginalise disabled Christians. Using a Foucauldian approach, I argue that the Christian pastoral model has a fundamental orientation towards individualism, addressing disability through frameworks of care and charity, rather than through a model of justice.
    [Show full text]
  • A Buddhist Inspiration for a Contemporary Psychotherapy
    1 A BUDDHIST INSPIRATION FOR A CONTEMPORARY PSYCHOTHERAPY Gay Watson Thesis presented for the degree of Doctor of Philosophy at the School of Oriental & African Studies, University of London. 1996 ProQuest Number: 10731695 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10731695 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ABSTRACT It is almost exactly one hundred years since the popular and not merely academic dissemination of Buddhism in the West began. During this time a dialogue has grown up between Buddhism and the Western discipline of psychotherapy. It is the contention of this work that Buddhist philosophy and praxis have much to offer a contemporary psychotherapy. Firstly, in general, for its long history of the experiential exploration of mind and for the practices of cultivation based thereon, and secondly, more specifically, for the relevance and resonance of specific Buddhist doctrines to contemporary problematics. Thus, this work attempts, on the basis of a three-way conversation between Buddhism, psychotherapy and various themes from contemporary discourse, to suggest a psychotherapy that may be helpful and relevant to the current horizons of thought and contemporary psychopathologies which are substantially different from those prevalent at the time of psychotherapy's early years.
    [Show full text]
  • Anti-Ableist Glossary of Disability Terms By: Sara M. Acevedo, Phd
    Acevedo 1 Anti-Ableist Glossary of Disability Terms By: Sara M. Acevedo, PhD. Project Synopsis This project originated in the United States as a joint effort between the Vera Institute of Justice, the National Resource Center (NRC) and other allied organizations and their partner community of translators1. In response to the needs and priorities identified by the communities themselves, the partner organizations adopted a comprehensive action strategy focused on the joint development of initiatives seeking equality and justice for families and whole communities impacted by violence. These initiatives involve elements of research, recommendations on policy and direct action in order to help strengthen the affected groups which, owing to their social, economic, political, ethnic and cultural circumstances, find themselves in a situation of extreme vulnerability. In summary, the primary and overall aim of this project is to guarantee equality, sustainability and quality in these alliances by strengthening the communicative ties between service provider organizations and the disabled persons they support. Acevedo 2 Table of Contents Project Synopsis ................................................................ 1 Outline of the Glossary ...................................................... 5 Political and Cultural Framework ....................................... 5 Scope and Approach .......................................................... 6 1. Aceptación (English: acceptance): ............................... 8 2. Autodeterminación (English:
    [Show full text]
  • 1 Intellectual/Developmental Disability, Rhetoric, and Self-Advocacy
    Intellectual/Developmental Disability, Rhetoric, and Self-Advocacy: A Case Study Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Sean Kamperman, M.A. Graduate Program in English The Ohio State University 2019 Dissertation Committee Christa Teston, Advisor Margaret Price Amy Shuman 1 Copyrighted by Sean Kamperman 2019 2 Abstract Using grounded methods and deploying a critical disability studies framework, this dissertation assesses how people who identify or are identified as having intellectual/developmental disabilities (I/DD) use their rhetorical skills—specifically, their self-advocacy skills—to access academic life. Through interviews and observations of rhetors affiliated with an innovative inclusive education program pseudonymously titled “STEP” (“Successful Transitions and Educational Progress”), I offer a practice account of I/DD’s relation to rhetoricity, or rhetorical capacity, in academic spaces. Contra to officialized discourses that portray self-advocacy as the responsibility of individual rhetors, I attend to self-advocacy’s social and rhetorical dimensions across three “sites”: student self-advocacy practices, assessment technologies used to measure student self-determination, and the self-advocacy practices of professional self-advocates. After a methodological commentary on the need for qualitative researchers in rhetoric and writing studies to attend to accessibility as a practical and theoretical concern, I conclude by reflecting on the implications of my findings for rhetorical education writ large: specifically, for how teachers conceive of the relationship between collaboration and credibility in their classrooms. ii Dedication For Milton iii Acknowledgments This project would not have been possible without the generous support of so many.
    [Show full text]
  • The Emergence of Somatic Psychology and Bodymind Therapy by Barnaby B
    Johanson on Barratt's Emergence book review article by Greg Johanson, Ph. D. The Emergence of Somatic Psychology and Bodymind Therapy by Barnaby B. Barratt London: Palgrave MacMillan, 2010 ISBN: 978-0-230-22216-8 (hardback) Barnaby Barratt, Ph.D., DHS has written an overview of Section I Introducing a New Discipline somatic psychotherapy that is extraordinary in its mature scholarly depth and breadth of presentation. It is thoroughly In Barratt's Section I introduction to a new discipline he post-modern in that what he terms somatic psychology and explains that he wants to deal with what it means to be bodymind therapy can only be considered in a highly human, in particular the human experience of embodiment, contextualized way in relation to history, philosophy, and how it can be a "harbinger of a radically different cultural values, social structures, science, spirituality, and future" (p. 2) that includes altering our present more. Thus, the reader is confronted with not simple the understanding of the nature of knowing and of science. emerging field of somatic psychotherapy, but the entire field of psychology in relation to Western globalized life. It is He sets the following challenge: "This book invites you to radical or prophetic in its implications for somatic ways of entertain the question: Just how radical are the cultivating awareness. It encounters the reader with the implications of the emerging discipline of somatic need to work through weighty issues, whether one agrees psychology and the accompanying healing practices of completely with Barratt's conclusions and directions or not. bodymind therapy?" (p.
    [Show full text]
  • Disabled Futures
    Excerpt • Temple University Press Introduction On the Future of Disabled Identities consider myself both an academic theorist immersed in disability studies, gender and sexuality studies, and critical race studies and a practitioner of Iinstitutional equity and inclusion work. I have frequently experienced this balance of theory and practice as a paradox in which I am employed to per- form labor aimed at raising awareness of and decreasing systemic and inter- personal oppression by an academic institution and within a set of national and professional structures that are built on and complicit with neoliberal capitalist domination. Thus, I often find myself engaging social justice work within higher education that utilizes many of the concepts and related prac- tices that I critique in my academic writing. There is a friction here that affects not only me. From the perspective of professional practitioners concerned with equity and inclusion, critical social and other academic theory can be perceived as too abstract, inaccessible, or impractical. From the perspective of critical social theorists, the practice of diversity work may be understood to be assimilating radical ideas into neoliberal and depoliticizing institu- tional structures. Such frictions remind me that one of the barriers to build- ing more equitable and inclusive spaces is the fiction that theory and practice are separable and opposing things. This fiction circulates not only at the theoretical level in academic writing, where we are often most comfortable pointing out the limitations and flaws in concepts like identity, diversity, and inclusion, but also in the ways we divide work within our institutions— “student affairs” versus “academic affairs,” for example.
    [Show full text]
  • What a Body Can Do: Rethinking Body Functionality Through a Feminist Materialist Disability Lens
    What a Body Can Do: Rethinking Body Functionality Through a Feminist Materialist Disability Lens Carla Rice University of Guelph Sarah Riley Massey University Andrea LaMarre Massey University K. Alysse Bailey University of Guelph This is an Accepted Manuscript of an article published by Elsevier in Body Image on April 8, 2021, available online: https://doi.org/10.1016/j.bodyim.2021.03.014 ©2021. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ Recommended citation: Rice, C., Riley, S., LaMarre, A., & Bailey, K. A. (2021). What a body can do: Rethinking body functionality through a feminist materialist disability lens. Body Image, 38, 95-105. https://doi.org/10.1016/j.bodyim.2021.03.014 What a Body Can Do: Rethinking Body Functionality Through a Feminist Materialist Disability Lens Abstract A burgeoning body of literature shows a positive relationship between body functionality and positive body image. Although still nascent, research centering experiences of people with disabilities and bodily differences develops this literature. In this article, we offer directions for this research, bringing body functionality into dialogue with feminist materialist disability theory to examine relations between people’s bodily perceptions and the socio-material worlds they occupy. Feminist disability theory re-imagines difference through an affirmative lens, conceptualising body image as relational and processual, and approaching difference through four orientations: difference is basic to the world; difference is not deficiency; difference is not the problem, our inhospitable and ableist world is; and centering difference exposes the mythical norm.
    [Show full text]
  • Mindstream 1 Mindstream
    Mindstream 1 Mindstream Mindstream is an English translation of a Buddhist philosophical technical term for the moment-to-moment 'continuity' (Sanskrit: saṃtāna) of awareness. There are many different orthographical representations and the play of the semantic field of the translated cognates into English is considerable like most technical Buddhist terms. There are a number of terms in the Buddhist literature that may appropriately be rendered Mindstream, for these refer to the Nomenclature, Orthography and Etymology section. The mindstream doctrine, like most Buddhist doctrines, is not homogeneous and shows historical development (as is evident through the exploration of this article), different applications according to context and varied definitions employed by different Buddhist traditions and yana. Rhys Davids (1903: pp. 587–588) critiques de La Vallée-Poussin's work on the "saṃtāna": Professor de la Vallee Poussin finds a very positive evolution of vijnana-theory in certain Sanskrit-Buddhist texts. The term samtana is joined to or substituted for it--a term which seems to approximate to our own neopsychological concept of mind as a 'continuum' or flux. And he infers from certain contexts that this vijnana-samtana was regarded, not as one permanent, unchanging, transmigrating entity, as the soul was in the atman-theory, but as an "essential series of individual and momentary consciousnesses," forming a "procession vivace et autonome." By autonomous he means independent of physical processes. According to this view the upspringing of a new vijnana at conception, as the effect of the preceding last vijnana of some expiring person, represents no change in kind, but only, to put it so, of degree.
    [Show full text]
  • OM — Creation and Completion: the Descent and Ascent of Spirit In
    OM Creation and Completion: The Descent and Ascent of Spirit in Vedanta David Paul Boaz (Dechen Wangdu) ©2006 David Paul Boaz, Copper Mountain Institute, all rights reserved. [email protected] www.davidpaulboaz.org 505-898-9592 The Descent and Ascent of Nondual Spirit The goal which all the Vedas declare . the heart’s desire . is Om. Om is indeed Brahman . this is the highest support. Katha Upanishad As we have seen, Brahman, primordial Absolute Spirit, Reality Itself, the source of all arising conditional phenomenal reality manifests in spacetime through its illusory power of Maya (ignorance, avidya, ajnana, nature-prakriti). Maya then, is an aspect of the creative power of Brahman. First arises Saguna Brahman as Ishvara, the Trimurti, (Shiva, Vishnu, Brahma), the triune God from which arises the entire kosmos. After Ishvara arises akasha, vast empty space, the ether or quantum field from whence arises prana-vayu, the kosmic, then vital breath followed by the subtle and then gross material elements of air, fire, water, and earth. From these, matter, life, mind and all beings evolve in relative, causal spacetime reality. Om is this descent of Absolute Spirit— Brahman— into the names and forms of conditional spacetime reality. And Om is the ascent, the touchstone, the mantra, sign and support for the practitioner on the ascending path of return to this supreme source. The Vedas, Upanishads and Vedanta utilize archetypal symbols, as do all religious traditions, to represent the process of creation, destruction and the Divine Person, Purusha, the world soul that is actually Brahman in whom this all arises, abides, and passes away.
    [Show full text]
  • Desiring Pain, Desiring Distress: Meditations on Disabled Bodymind1
    Margaret Price This is an unpublished paper. Please contact Associate Professor me before citing or sharing it. Thank you. Department of English Spelman College Atlanta, Georgia US [email protected] http://margaretprice.wordpress.com Desiring Pain, Desiring Distress: Meditations on Disabled Bodymind1 “Much in the same way that instances of drag reveal the performativity of gender, disability reveals the fluidity and complexity of pain.” —Dominika Bednarska, “Reconsidering Pain: What Counterculture Has to Offer” [Thank the people who invited me and have been helping me. Encourage people to use the room in the way that is most accessible to them. DESCRIBE image on cover slide. ALSO NOTE that I will be talking about pain, and specifically mental pain, which might be triggering. I will be talking briefly about the issue of self-harm, and will also talk briefly about BDSM. Please feel invited to leave or otherwise take a break as needed.] For a long time now, I’ve been thinking about mental pain—my own, others’, and what “mental pain” might even mean. It has so many names: mental illness, mental distress, even mental wounding, a term usually applied to veterans of declared wars. It has diagnostic and colloquial names: obsession, depression, meltdown, breakdown, break. It lives metaphorically as darkness visible, a loud room, a black dog. We are surrounded by all the names for pain. Now, by designating some kinds of pain as “mental,” I am making an artificial distinction between body and mind. While I consider myself to be a bodymind—a term I’ve written about in more detail elsewhere (Price, Mad at School)—I still believe there is value in designating things that are “mental.” The reasons are political and cultural rather than essential.
    [Show full text]
  • Critical Disability Studies As Methodology," Lateral 6.1 (2017)
    Sami Schalk, "Critical Disability Studies as Methodology," Lateral 6.1 (2017). https://doi.org/10.25158/L6.1.13 This content is licensed under a Creative Commons Attribution 4.0 International License. Copyright is retained by authors. Critical Disability Studies Forum: Emergent Critical Analytics for Alternative Humanities Issue 6.1 (Spring 2017) Critical Disability Studies as Methodology Sami Schalk ABSTRACT Response to Julie Avril Minich, “Enabling Whom? Critical Disability Studies Now,” published in Lateral 5.1. Schalk calls for a shift in thinking that directly affects action and discusses creating classroom experiences that help students to critique intersecting social structures in their everyday encounters. Reading Julie Avril Minich’s “Enabling Whom?: Critical Disability Studies Now,” I nearly applauded when she argued that critical disability studies is a methodology rather than a subject-oriented area of study. She writes: “The methodology of disability studies as I would dene it, then, involves scrutinizing not bodily or mental impairments but the social norms that dene particular attributes as impairments, as well as the social conditions that concentrate stigmatized attributes in particular populations.”1 This argument is essential to the future vitality of the eld—one that has been gestured toward and even enacted by multiple scholars, but not to my knowledge articulated in this particular way. Following Minich, we can understand critical disability studies as a method, an approach, a theoretical framework and perspective—not (exclusively) a study of disabled people. One can study disabled people and not be doing critical disability studies and one can be doing critical disability studies and not be directly studying disabled people.
    [Show full text]