Re-Storying Autism: A Body Becoming Disability Studies in Education Approach

Autor/inn/en	Douglas, P.; Rice, C.; Runswick-Cole, K.; Easton, A.; Gibson, M. F.; Gruson-Wood, J.; Klar, E.; Shields, R.
Titel	Re-Storying Autism: A Body Becoming Disability Studies in Education Approach
Quelle	In: International Journal of Inclusive Education, 25 (2021) 5, S.605-622 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Douglas, P.) ORCID (Rice, C.) ORCID (Runswick-Cole, K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1563835
Schlagwörter	Autism; Pervasive Developmental Disorders; Inclusion; Multimedia Materials; Films; Story Telling; Workshops; Disabilities; Special Education; Criticism; Human Body; Foreign Countries; Canada (Toronto) + Suchen Sie Ihr Suchwort? Autismus; Inklusion; Film; Lernwerkstatt; Schulung; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Kritik; Menschlicher Körper; Ausland
Abstract	This paper presents and analyzes six short first-person films produced through a collaborative multimedia storytelling workshop series focused on experiences of autism, education and inclusion. The aim of the project is to co-create new understandings of autism beyond functionalist and biomedical ones that reify autism as a problem of disordered brains and underpin special education. We fashion a body becoming disability studies in education approach to proliferate stories of autism outside received cultural scripts -- autism as biomedical disorder, brain-based difference, otherworldliness, lost or stolen child and more. Our approach keeps the meaning of autism moving, always emerging, resisting, fading away and becoming again in relation to context, time, space, material oppressions, cultural scripts, intersecting differences, surprising bodies and interpretative engagement. We argue that the films we present and analyse not only significantly change and critique traditional special education approaches based on assumptions of the normative human as non-autistic, they also "enact" 'autism' as a becoming process and relation with implications for inclusive educators. By this we mean that the stories shift what autism might be and become, and open space for a proliferation of representations and practices of difference in and beyond educational contexts that support flourishing for all. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01