Re-storying autism: A body becoming disability studies in education approach

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dc.contributor.authorDouglas, Patty
dc.contributor.authorRice, Carla
dc.contributor.authorRunswick-Cole, Katherine
dc.contributor.authorEaston, Anthony
dc.contributor.authorGibson, Margaret F. (Meg)
dc.contributor.authorGruson-Wood, Julia
dc.contributor.authorKlar, Estée
dc.contributor.authorSheilds, Raya
dc.date.accessioned2019-06-25T18:20:45Z
dc.date.available2020-07-04T05:00:21Z
dc.date.copyright2019-01-04
dc.date.created2019-06-25
dc.date.issued2019-01-04
dc.degree.departmentRe�Vision: The Centre for Art and Social Justiceen
dc.description.abstractThis 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 analyze 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.en_US
dc.description.sponsorshipThis research was supported by the Social Sciences and Humanities Research Council of Canada, under Grant 430-2016-00050 and 950-231091; Canadian Foundation for Innovation under grant number 35254; and Leaders Opportunities Fund under grant number 217843.en_US
dc.identifier.citationDouglas, P., Rice, C., Runswick-Cole, K., Easton, A., Gibson, M. F., Gruson-Wood, J., Klar, E., & Shields, R. (2019). Re-storying autism: A body becoming disability studies in education approach. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1563835
dc.identifier.otherhttps://doi.org/10.1080/13603116.2018.1563835
dc.identifier.urihttp://hdl.handle.net/10214/16258
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.rights.licenseAll items in the Atrium are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectautismen_US
dc.subjectmulti-media storytellingen_US
dc.subjectdisability studies in educationen_US
dc.subjectinclusive educationen_US
dc.subjectbody becoming theoryen_US
dc.subjectnew materialismen_US
dc.titleRe-storying autism: A body becoming disability studies in education approachen_US
dc.typeArticleen
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