Dear Colleagues and Friends,
I am still in the process of recruiting participants for my dissertation. I would very much appreciate it if you would be willing to share the following request with any and all persons you think may be able to help me. Please see the request below and contact me if you have any questions or concerns. Thank you!
Angel
Dear Person of Interest,
My name is Angel Miles and I am currently working towards completing my PhD in Women's Studies at the University of Maryland, College Park. In order to accomplish this goal, I am conducting a study for my dissertation on homeownership and African American women with physical disabilities. I am writing to you because I am seeking to recruit African American women with physical disabilities between the ages of 25 and 55. I am seeking women who are either homeowners or non-homeowners and live in the states of Maryland, Pennsylvania, Virginia and Washington, DC. As a thank you for their participation, self-administered questionnaire participants will be entered into a raffle to receive a $50 visa check card. In addition, a $10 visa check card will be provided to each person who participates in a follow up interview. If you or someone you know fits the criteria for participation in this study, please contact me for more information about this research project, the purpose of which is to learn more about the experiences, barriers and contributors to homeownership for African American women with physical disabilities. All participant information shared within this study will remain confidential. I look forward to sharing more information with you about this exciting new opportunity! Thank you.
Sincerely,
Angel
Angel Miles
Email: amiles3@umd.edu
Phone: 240-988-3587
Women’s Studies Doctoral Candidate
University of Maryland, College Park
Wednesday, February 29, 2012
Monday, February 27, 2012
[Australia] Contribute | Participate | Arts Activated Conference 2012
[http://img2.ymlp337.net/
16 February 2012
Call for proposals: Arts Activated Conference 2012
The Arts Activated Conference 2012 is the perfect opportunity to bring together the growing culture of inclusive Arts in Australia. Planned for October 2012, its time to start thinking about how you can be involved. The call for proposals for papers, performances or workshops that address the Arts Activated Conference theme Desire and Destination is now open.
Keynotes from international artists Kiruna Stamell UK (Moulin Rouge, East Enders, Cast Offs) and Petra Kuppers US (Find a Strange and Twisted Shape, Somatic Engagement, The Scar of Visibility) will set a vibrant stage for the Arts Activated Conference.
"We're looking to develop a diverse program that spans many aspects of access to the Arts, including current themes in our culture such as new technology in the Arts and person-centred approaches for people with disability. We will accept proposals in written, audio or video formats to make the submission process as accessible as possible and to encourage people with disability to apply as well as collaborative proposals that involve people with disability. We invite everyone to consider presentations about past experience and future aspirations of inclusive practices in the Arts," said Amanda Tink, Conference Convenor.
[http://www.aarts.net.au/
Kiruna Stamell, Keynote Speaker
Arts Activated 2012
Arts Activated Conference 2012: Desire and Destination
When: 30 to 31 October 2012
Where: The Concourse, Sydney 409 Victoria Avenue Chatswood NSW
More info: aarts.net.au/conference<http:/
Call for proposals are open until 16 April 2012 and a submission form with guidelines is now available for download from aarts.net.au<http://www.aarts.
Accessible Arts | ARTS + DISABILITY NSW
Amanda Tink, Conference Convenor
Ph: (02) 9251 6499 E: atink@aarts.net.au
info@aarts.net.au<https://
[NSW Government]
Accessible Arts is assisted by the NSW Government through Arts NSW and Ageing, Disability and Home Care.
size=1 width="50%" noshade color=black align=center>
Amanda Tink
Training Coordinator
Arts Activated National Conference Convener
Accessible Arts
Tel: 02 9251 6499 ext 106
Mobile: 0408 525 109
Fax: 02 9251 6422
Email: atink@aarts.net.au<mailto:atin
Web: www.aarts.net.au<http://www.
Pier 4 The Wharf
Hickson Road
Walsh Bay NSW 2000
Email is the best way to contact me as I am part time and often out training.
Latest news: Newsletter<blocked::http://
16 February 2012
Call for proposals: Arts Activated Conference 2012
The Arts Activated Conference 2012 is the perfect opportunity to bring together the growing culture of inclusive Arts in Australia. Planned for October 2012, its time to start thinking about how you can be involved. The call for proposals for papers, performances or workshops that address the Arts Activated Conference theme Desire and Destination is now open.
Keynotes from international artists Kiruna Stamell UK (Moulin Rouge, East Enders, Cast Offs) and Petra Kuppers US (Find a Strange and Twisted Shape, Somatic Engagement, The Scar of Visibility) will set a vibrant stage for the Arts Activated Conference.
"We're looking to develop a diverse program that spans many aspects of access to the Arts, including current themes in our culture such as new technology in the Arts and person-centred approaches for people with disability. We will accept proposals in written, audio or video formats to make the submission process as accessible as possible and to encourage people with disability to apply as well as collaborative proposals that involve people with disability. We invite everyone to consider presentations about past experience and future aspirations of inclusive practices in the Arts," said Amanda Tink, Conference Convenor.
[http://www.aarts.net.au/
Kiruna Stamell, Keynote Speaker
Arts Activated 2012
Arts Activated Conference 2012: Desire and Destination
When: 30 to 31 October 2012
Where: The Concourse, Sydney 409 Victoria Avenue Chatswood NSW
More info: aarts.net.au/conference<http:/
Call for proposals are open until 16 April 2012 and a submission form with guidelines is now available for download from aarts.net.au<http://www.aarts.
Accessible Arts | ARTS + DISABILITY NSW
Amanda Tink, Conference Convenor
Ph: (02) 9251 6499 E: atink@aarts.net.au
info@aarts.net.au<https://
[NSW Government]
Accessible Arts is assisted by the NSW Government through Arts NSW and Ageing, Disability and Home Care.
size=1 width="50%" noshade color=black align=center>
Amanda Tink
Training Coordinator
Arts Activated National Conference Convener
Accessible Arts
Tel: 02 9251 6499 ext 106
Mobile: 0408 525 109
Fax: 02 9251 6422
Email: atink@aarts.net.au<mailto:atin
Web: www.aarts.net.au<http://www.
Pier 4 The Wharf
Hickson Road
Walsh Bay NSW 2000
Email is the best way to contact me as I am part time and often out training.
Latest news: Newsletter<blocked::http://
Saturday, February 25, 2012
Somatic Engagement Reading at Pegasus, Berkeley, on Shattuck: Tuesday, 7.30 PM
Hello everybody, I'd like to invite you to the Berkeley launch party of Somatic Engagement, this coming Tuesday at 7.30 at Pegasus on Shattuck. Georgina Kleege, Katherine Sherwood, Amber DiPietra, Denise Leto, Eleni Stecopoulos and Christian Nagler will read!
Somatic Engagement: the politics and publics of embodiment.
Edited by community artist, scholar, and dancer Petra Kuppers (author of Disability Culture and Community Performance), the book opens with Arnieville, a Californian protest camp of disability, homelessness, and poverty activists.
From there, a series of enactments welcome trespass and incursion in the name of survival.
Amy Sara Carroll on the Transborder Immigrant Tool, a GPS phone that uses poetry to lead the disoriented and thirsty to water caches and safety sites in the US-Mexican borderlands.
Devora Neumark on washing Tali Goodfriend's hands in Lebanese olive oil outside the hotel where Colin Powell speaks to the Jewish National Fund, hands gliding over one another in the middle of an angry public protest.
Christian Nagler on writing an experimental novel while conducting an oral history of agricultural labor practices and migration patterns at the site of the Panamerican Highway in El Salvador.
Georgina Kleege on touch and blindness as she discusses Katherine Sherwood?s paintings of magic and the human brain, paintings that Sherwood began after her stroke ten years ago.
Eleni Stecopoulos on the healing quest as research and the complexities of cultural appropriation.
Amber DiPietra and Denise Leto on the collaborative connections of breath, body, pause, pain, and form. Somatic Engagement is an exploration of how relation and support play out in breaths, steps, and touch.
128 pages; 12 color plates
Available November, 2011.
free PDF of Introduction linked here: http://www.chainarts.org/somat
--
Petra Kuppers
Associate Professor
English, Art and Design, Theatre, Women's Studies
Faculty Affiliate with the Center for World Performance Studies and Matthaei Botanical Gardens
University of Michigan
435 S. State Street, 3216 Angell Hall, Ann Arbor, MI 48109-1003
mobile: 734-239-2634
Artistic Director of The Olimpias, www.olimpias.org
New books!
Disability Culture and Community Performance: Find a Strange and Twisted Shape, on Olimpias practices (Palgrave, August 2011, http://www.palgrave.com/produc
Somatic Engagement, an edited collection of artists on the poetics, politics and publics of embodiment (Chain Links, October 2011, http://www.chainarts.org/somat
Somatic Engagement: the politics and publics of embodiment.
Edited by community artist, scholar, and dancer Petra Kuppers (author of Disability Culture and Community Performance), the book opens with Arnieville, a Californian protest camp of disability, homelessness, and poverty activists.
From there, a series of enactments welcome trespass and incursion in the name of survival.
Amy Sara Carroll on the Transborder Immigrant Tool, a GPS phone that uses poetry to lead the disoriented and thirsty to water caches and safety sites in the US-Mexican borderlands.
Devora Neumark on washing Tali Goodfriend's hands in Lebanese olive oil outside the hotel where Colin Powell speaks to the Jewish National Fund, hands gliding over one another in the middle of an angry public protest.
Christian Nagler on writing an experimental novel while conducting an oral history of agricultural labor practices and migration patterns at the site of the Panamerican Highway in El Salvador.
Georgina Kleege on touch and blindness as she discusses Katherine Sherwood?s paintings of magic and the human brain, paintings that Sherwood began after her stroke ten years ago.
Eleni Stecopoulos on the healing quest as research and the complexities of cultural appropriation.
Amber DiPietra and Denise Leto on the collaborative connections of breath, body, pause, pain, and form. Somatic Engagement is an exploration of how relation and support play out in breaths, steps, and touch.
128 pages; 12 color plates
Available November, 2011.
free PDF of Introduction linked here: http://www.chainarts.org/somat
--
Petra Kuppers
Associate Professor
English, Art and Design, Theatre, Women's Studies
Faculty Affiliate with the Center for World Performance Studies and Matthaei Botanical Gardens
University of Michigan
435 S. State Street, 3216 Angell Hall, Ann Arbor, MI 48109-1003
mobile: 734-239-2634
Artistic Director of The Olimpias, www.olimpias.org
New books!
Disability Culture and Community Performance: Find a Strange and Twisted Shape, on Olimpias practices (Palgrave, August 2011, http://www.palgrave.com/produc
Somatic Engagement, an edited collection of artists on the poetics, politics and publics of embodiment (Chain Links, October 2011, http://www.chainarts.org/somat
"My mother’s voice, my father’s eye, and my other body: The sound of deaf photographs"
Recently posted on the Disability Studies in the Humanities [DS-HUM] listserv:
Hello DS-HUMers,
I am a Ph.D. from UC Riverside working on a manuscript of my dissertation
that traces Deafened gestures through twentieth century literature. I have
been following this discussion for the last few years and have met a few of
you at various conferences. The work and discussions here are both
informative and inspirational!
More recently, I have been using a critical and theoretical lens to bear on
memoir as I think through the intersections of voice, body and sign language
as a CODA. This week my multimedia composition: "my mother’s voice, my
father’s eye, and my other body: the sound of deaf photographs" is featured
on Sounding Out!(soundstudiesblog.com), an informative online discussion
about the role of sound and listening in contemporary culture, as part two
of a three-part discussion at the intersection of deafness, disability
studies and sound studies.
I would love to join this conversation and welcome feedback from the DS-HUM
community; let's show SoundingOut! that there is an audience interested in
listening to Deafness!
direct link:
http://soundstudiesblog.com/
my-other-body-the-sound-of-
Best,
C.L. Cardinale
Hello DS-HUMers,
I am a Ph.D. from UC Riverside working on a manuscript of my dissertation
that traces Deafened gestures through twentieth century literature. I have
been following this discussion for the last few years and have met a few of
you at various conferences. The work and discussions here are both
informative and inspirational!
More recently, I have been using a critical and theoretical lens to bear on
memoir as I think through the intersections of voice, body and sign language
as a CODA. This week my multimedia composition: "my mother’s voice, my
father’s eye, and my other body: the sound of deaf photographs" is featured
on Sounding Out!(soundstudiesblog.com), an informative online discussion
about the role of sound and listening in contemporary culture, as part two
of a three-part discussion at the intersection of deafness, disability
studies and sound studies.
I would love to join this conversation and welcome feedback from the DS-HUM
community; let's show SoundingOut! that there is an audience interested in
listening to Deafness!
direct link:
http://soundstudiesblog.com/
my-other-body-the-sound-of-
Best,
C.L. Cardinale
Friday, February 24, 2012
Florida charter-school movement and disabled students' equal access to education
From the Disability Studies in the Humanities [DS-HUM] Listserv:
Dear listers,
I need the advice of the wise souls on this listserv as to whether my apprehensions are accurate or overblown. A bad situation, it seems to me, is developing here in Florida with regard to equal access to education.
A radical bunch has taken over the Florida Board of Education, and next week they are set to adopt policies that, over the coming decades, will make the school system so inhospitable to disabled children that it will drive them out of it. The policies are designed to promote the charter-school movement, of which Florida is in the vanguard.
Next week, Florida Education Commissioner Gerard Robinson and the Florida Board of Education are going to adopt an extensive set of policies relating to how schools are graded. A school’s grade currently is determined by the cumulative scores its students earn on the Florida Comprehensive Assessment Test (FCAT), taken by typically developing children, and on the Florida Alternative Assessment (FAA), taken by students whose IEPs stipulate this test the appropriate one.
The proposed changes that bear on disabled students have to do with requiring EVERY student to take either the FCAT or the FAA. My 12-year-old son, who is blind and a spastic quad (CP) and has no speech and is severely cognitively impaired, works on life skills at his school such as swallowing soft solid food, self feeding, and learning to use three-dimensional touch symbols to signal his basic needs. The FAA assesses academics skills in reading and math and does not bother testing for the things my son works on. Still, the proposed rules say my son must take the FAA. His score will be 0, and, along with the other E.S.E. students in the school similarly scoring 0, this large number of 0s entering into the school’s overall score will earn the school an F. Receiving an F then will set in motion a process leading to the school being taken over by a private charter. The private charters already operating in Florida do not accept disabled students, as this NPR news report makes c!
lear (“Florida Charter Schools Failing Disabled Students,” by JOHN O'CONNOR and SARAH GONZALEZ, Dec. 14th, 2011)
http://www.npr.org/2011/12/14/
The new commissioner and the state board say the feds (“No Child Left Behind”) are forcing them to grade every school and score every child. However, the feds are doing no such thing. Following a Tea Party agenda, Commissioner Robinson and the board want to bring as many of Florida’s public schools' grades as possible down to F, thus making them candidates for charter takeover. An Orlando Sentinel article of June 21st, 2011, states, “[t]he state Board of Education voted unanimously to hire [the new Florida Education Commissioner Gerard] Robinson, who before his appointment in Virginia worked for a group that advocates for school choices outside traditional public schools.”
A privatized public school system here in Florida will become so inhospitable to disabled children that their parents will be forced to keep them at home. As far as I can see, these proposed changes are a clever way to take us back to pre-1973 by circumventing Section 504 of the Rehabilitation Act and every federal legislative mandate since then. Am I wrong to see this move in such dark terms? Am I being paranoid?
If you would like to contact Florida Education Commissioner Gerard Robinson yourself, you can reach him at the following:
Phone: (850) 245-0505
Commissioner@fldoe.org
With best,
Chris
Prof. Chris Gabbard
Univ. of North Florida
"In Geometry the oblique must be known as well as the right,
and in Arithmetic the odd as well as the even."
--Philip Sidney, *An Apology for Poetry*
Dear listers,
I need the advice of the wise souls on this listserv as to whether my apprehensions are accurate or overblown. A bad situation, it seems to me, is developing here in Florida with regard to equal access to education.
A radical bunch has taken over the Florida Board of Education, and next week they are set to adopt policies that, over the coming decades, will make the school system so inhospitable to disabled children that it will drive them out of it. The policies are designed to promote the charter-school movement, of which Florida is in the vanguard.
Next week, Florida Education Commissioner Gerard Robinson and the Florida Board of Education are going to adopt an extensive set of policies relating to how schools are graded. A school’s grade currently is determined by the cumulative scores its students earn on the Florida Comprehensive Assessment Test (FCAT), taken by typically developing children, and on the Florida Alternative Assessment (FAA), taken by students whose IEPs stipulate this test the appropriate one.
The proposed changes that bear on disabled students have to do with requiring EVERY student to take either the FCAT or the FAA. My 12-year-old son, who is blind and a spastic quad (CP) and has no speech and is severely cognitively impaired, works on life skills at his school such as swallowing soft solid food, self feeding, and learning to use three-dimensional touch symbols to signal his basic needs. The FAA assesses academics skills in reading and math and does not bother testing for the things my son works on. Still, the proposed rules say my son must take the FAA. His score will be 0, and, along with the other E.S.E. students in the school similarly scoring 0, this large number of 0s entering into the school’s overall score will earn the school an F. Receiving an F then will set in motion a process leading to the school being taken over by a private charter. The private charters already operating in Florida do not accept disabled students, as this NPR news report makes c!
lear (“Florida Charter Schools Failing Disabled Students,” by JOHN O'CONNOR and SARAH GONZALEZ, Dec. 14th, 2011)
http://www.npr.org/2011/12/14/
The new commissioner and the state board say the feds (“No Child Left Behind”) are forcing them to grade every school and score every child. However, the feds are doing no such thing. Following a Tea Party agenda, Commissioner Robinson and the board want to bring as many of Florida’s public schools' grades as possible down to F, thus making them candidates for charter takeover. An Orlando Sentinel article of June 21st, 2011, states, “[t]he state Board of Education voted unanimously to hire [the new Florida Education Commissioner Gerard] Robinson, who before his appointment in Virginia worked for a group that advocates for school choices outside traditional public schools.”
A privatized public school system here in Florida will become so inhospitable to disabled children that their parents will be forced to keep them at home. As far as I can see, these proposed changes are a clever way to take us back to pre-1973 by circumventing Section 504 of the Rehabilitation Act and every federal legislative mandate since then. Am I wrong to see this move in such dark terms? Am I being paranoid?
If you would like to contact Florida Education Commissioner Gerard Robinson yourself, you can reach him at the following:
Phone: (850) 245-0505
Commissioner@fldoe.org
With best,
Chris
Prof. Chris Gabbard
Univ. of North Florida
"In Geometry the oblique must be known as well as the right,
and in Arithmetic the odd as well as the even."
--Philip Sidney, *An Apology for Poetry*
Thursday, February 23, 2012
DILEMATA 8 (2012), International Journal of Applied Ethics
DILEMATA 8 (2012), International Journal of Applied Ethics. Available in
open access!
Just published on the web
http://www.dilemata.net/
the full content of this issue of DILEMATA. The debate section
is revolves about the work of Alfred I.Tauber, whose book Confessions of a Medicine Man(MIT Press 1999)has been recently translated into Spanish.
The issue includes an article byGregor Wolbring “Therapeutic Enhancements
and the View of Rehabilitation Educators”which presents the results of a survey on perceptions of human
enhancement among rehabilitation educators, The article is entirely written in
English.Dilemata is
an Open Access journal sponsored by the Spanish Research Council (CSIC)
You are invited to consult the Journal, to send your comments (we
provide a
space for that), and to submit your proposals. We look forward to
DILEMATA
being yours, too!
Melania Moscoso, Ph.D
Investigadora JAE DOC / Postdoctoral Researcher Instituto de Filosofía, CSIC Spanish National Research Council
C/ Albasanz 26-28 (despacho 3B18)
28037 Madrid
http://digital.csic.es/simple-
--
Mi blog personal.http://
open access!
Just published on the web
http://www.dilemata.net/
the full content of this issue of DILEMATA. The debate section
is revolves about the work of Alfred I.Tauber, whose book Confessions of a Medicine Man(MIT Press 1999)has been recently translated into Spanish.
The issue includes an article byGregor Wolbring “Therapeutic Enhancements
and the View of Rehabilitation Educators”which presents the results of a survey on perceptions of human
enhancement among rehabilitation educators, The article is entirely written in
English.Dilemata is
an Open Access journal sponsored by the Spanish Research Council (CSIC)
You are invited to consult the Journal, to send your comments (we
provide a
space for that), and to submit your proposals. We look forward to
DILEMATA
being yours, too!
Melania Moscoso, Ph.D
Investigadora JAE DOC / Postdoctoral Researcher Instituto de Filosofía, CSIC Spanish National Research Council
C/ Albasanz 26-28 (despacho 3B18)
28037 Madrid
http://digital.csic.es/simple-
--
Mi blog personal.http://
Contents of Journal of Literary & Cultural Disability Studies, Volume 6, Issue 1
Journal of Literary & Cultural Disability Studies
Volume 6, Issue 1
JLCDS is available from Liverpool University Press, online and in print, to
institutional and individual subscribers; it is also part of the Project
MUSE collection to which the links below point.
Articles
The Art of Joseph Grigely: Deafness, Conversation, Noise
Susannah Mintz
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.mintz.pdf
Deafened by Laughter: Reading David Lodge’s Deaf Sentence as a
Carnivalesque Dismodernist Text
Pauline Eyre
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.eyre.pdf
Seeing Blindness in Children’s Picturebooks
Chloë Hughes
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.hughes.pdf
Autre-biography: Disability and Life Writing in Coetzee’s Later Works
Alice Hall
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.hall.pdf
Phantasmatic Reconstructions: Visualizing Phantom Limbs in the Works of
Alexa Wright and Frank Bidart
Catherine Irwin
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.irwin.pdf
Life Writing, Resistance, and the Politics of Representation: A Critical
Discourse Analysis of Eli Clare’s “Learning to Speak”
Danielle Cowley
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.cowley.pdf
>From the Field
Re-framing disability: Portraits from the Royal College of Physicians
Emmeline Burdett
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.burdett.pdf
Transformative Difference: Disability, Culture and the Academy
Tom Coogan
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.coogan.pdf
Book Reviews
Dan Goodley, Disability Studies: An Interdisciplinary Introduction
Brett Smith
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.smith.pdf
Jim Ferris, Slouching Towards Guantanamo
Petra Kuppers
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.kuppers.pdf
For more information, please contact:
Dr. David Bolt
Director, Centre for Culture & Disability Studies
ccds.hope.ac.uk
Editor, Journal of Literary & Cultural Disability Studies
http://liverpool.metapress.
Lecturer and Recognised Researcher, Education
http://www.hope.ac.uk/boltd
Founder, International Network of Literary & Cultural Disability Scholars
http://www.facebook.com/pages/
Cultural-Disability-Scholars/
http://twitter.com/#!/INLCDS
Email: boltd@hope.ac.uk
Telephone: 0151 291 3346
Office: EDEN 128
Postal address: Graduate School, Faculty of Education, Liverpool Hope
University, Liverpool, L16 9JD.
Volume 6, Issue 1
JLCDS is available from Liverpool University Press, online and in print, to
institutional and individual subscribers; it is also part of the Project
MUSE collection to which the links below point.
Articles
The Art of Joseph Grigely: Deafness, Conversation, Noise
Susannah Mintz
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.mintz.pdf
Deafened by Laughter: Reading David Lodge’s Deaf Sentence as a
Carnivalesque Dismodernist Text
Pauline Eyre
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.eyre.pdf
Seeing Blindness in Children’s Picturebooks
Chloë Hughes
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.hughes.pdf
Autre-biography: Disability and Life Writing in Coetzee’s Later Works
Alice Hall
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.hall.pdf
Phantasmatic Reconstructions: Visualizing Phantom Limbs in the Works of
Alexa Wright and Frank Bidart
Catherine Irwin
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.irwin.pdf
Life Writing, Resistance, and the Politics of Representation: A Critical
Discourse Analysis of Eli Clare’s “Learning to Speak”
Danielle Cowley
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.cowley.pdf
>From the Field
Re-framing disability: Portraits from the Royal College of Physicians
Emmeline Burdett
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.burdett.pdf
Transformative Difference: Disability, Culture and the Academy
Tom Coogan
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.coogan.pdf
Book Reviews
Dan Goodley, Disability Studies: An Interdisciplinary Introduction
Brett Smith
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.smith.pdf
Jim Ferris, Slouching Towards Guantanamo
Petra Kuppers
http://muse.jhu.edu/login?
auth=0&type=summary&url=/
y_studies/v006/6.1.kuppers.pdf
For more information, please contact:
Dr. David Bolt
Director, Centre for Culture & Disability Studies
ccds.hope.ac.uk
Editor, Journal of Literary & Cultural Disability Studies
http://liverpool.metapress.
Lecturer and Recognised Researcher, Education
http://www.hope.ac.uk/boltd
Founder, International Network of Literary & Cultural Disability Scholars
http://www.facebook.com/pages/
Cultural-Disability-Scholars/
http://twitter.com/#!/INLCDS
Email: boltd@hope.ac.uk
Telephone: 0151 291 3346
Office: EDEN 128
Postal address: Graduate School, Faculty of Education, Liverpool Hope
University, Liverpool, L16 9JD.
Wednesday, February 22, 2012
CFP: Improving Feminist Philosophy and Theory by Taking Account of Disability
*PLEASE CIRCULATE*
Improving Feminist Philosophy and Theory by Taking Account of Disability
Guest editor: Shelley Tremain, PhD
A growing body of literature demonstrates that disabled people confront poverty, discrimination in employment and housing, sexual violence, limited educational opportunities, incarceration, and social isolation to a far greater extent than their non-disabled counterparts and furthermore that disabled women experience the impact of these disabling social and political phenomena even more severely than do disabled men. Although feminism is purported to be a social, political, and cultural movement that represents all women, disabled feminists have long argued that the concerns, political struggles, and socio-cultural issues that directly affect disabled women (and disabled people more generally) remain marginalized, and often ignored, within mainstream feminist movements.
Feminist theorists and researchers in the university produce and reproduce this marginalization and exclusion through a variety of mechanisms, one of which is their use of the apparently intransigent conceptual schema and theoretical frameworks of “gender, race, and sexuality” or “gender, race, and class.” In the terms of these conceptions and frameworks, disability is naturalized, rather than represented as a relation of social power in which everyone ─ disabled and non-disabled ─ is implicated: each disabled person is perceived to embody a particular disability, while non-disabled people are taken for granted as representatives of the universal human, the prototype from which disabled people depart. That disabled (and non-disabled) feminist philosophers and theorists of disability have few venues in which to present and publish their work, as well as fewer opportunities for employment in the university, are among the consequences of
these marginalizing and exclusionary frameworks and schema.
Consider the following. Job postings in philosophy do not identify disability as a hegemonic category or form of identity and subjecting power intertwined and on a par with gender, race, sexuality, and class and hence similarly appropriate for philosophical specialization. In 2011-2012, none of the respective annual conference programs of the three divisions of the national philosophical association in the US (with a combined international membership of more than 10,000) included an invited symposium, refereed session, or even a single refereed paper on disability. Furthermore, the leading journal in feminist philosophy has not published an issue devoted to disability and disabled women in a decade, publishing only a handful of articles on disability in the interim. In addition, the flagship journal of the largest women’s studies association in the US has not published an issue on disability and disabled women in the last decade. Finally, the
editorial boards of academic feminist journals seldom include specialists in disability studies, with the consequence that the work of feminist philosophers/theorists of disability is oftentimes reviewed and adjudicated by (non-disabled) feminists who have a limited, even conventional, medicalized, understanding of the epistemological, ontological, ethical, and political implications of, and phenomena surrounding, disability.
This special issue of Disability Studies Quarterly (DSQ) ─ the first and foremost journal in disability studies internationally ─ will bring attention to new work in feminist philosophy of disability and feminist disability theory. The central aim of the issue is to elevate and advance the current status of feminist philosophy of disability/feminist disability theory in feminist and non-feminist academic discourses and, in doing so, challenge the way in which heretofore feminist philosophy and theory have been conceptualized and (re)produced.
Submissions may take any philosophical or theoretical approach to disability that is grounded in feminist political values and goals (broadly construed). The guest editor especially encourages submissions from feminist philosophers and theorists of disability living outside of North America and the global North. Among the topics that might be addressed in submissions are these:
* The conceptual and material costs of limiting feminist theory and analyses to the gender, race, and sexuality matrix and the gender, race, and class matrix
* Gender, race, and sexuality/class matrices and schema as epistemologies of ignorance
* Ableist language and philosophy of language/feminist philosophy of language
* Disabled people (in general) and disabled women (in particular) as knowers and holders of epistemically privileged perspectives and standpoints
* Disability and ableism in mainstream and feminist bioethics
* Ageism and sizeism as forms of ableism and disability
* Transnational disability and the globalization of philosophical ableism
* Disabling classifications of intelligence, race, color, impairment, morphology, sex, sexuality, and gender in modern science and philosophy of science and postcolonial critiques of these
* Race, disability, normality, and “racism against the abnormal”
* Disability, representations of beauty, purity, wholeness, and conceptions of ugliness, pollution, incompleteness in (feminist) aesthetics and philosophy of art
* Disability and/in the history of philosophy and the disabling narrative of western philosophy’s self-conception
* Disabled feminists at the front of the classroom
* Ableist privilege in/and feminist theory and philosophy
* Philosophy of education, disability, and the ethics and politics of the (in)accessible feminist classroom/conference
* The ethics and politics of “passing” as non-disabled within and beyond the university
* Elaborations and critiques of the ethics of care as an ethic for disabled people
* Feminist accounts and critiques of disability and distributive justice
* Disabled people as cyborgs in/up against feminist science and technology studies
Submissions should be no more than 8,000 words in length, inclusive of notes and bibliography, and should be prepared for anonymous peer review, with no identifying elements in the text or reference material. Submissions and all inquiries about the issue should be sent to Shelley Tremain at: s.tremain@yahoo.ca with the subject line “DSQ FEMDIS”.
DEADLINE FOR SUBMISSIONS: September 1, 2012.
NOTIFICATION OF ACCEPTANCES: on or before November 30, 2012.
DATE OF PUBLICATION: TBA
Improving Feminist Philosophy and Theory by Taking Account of Disability
Guest editor: Shelley Tremain, PhD
A growing body of literature demonstrates that disabled people confront poverty, discrimination in employment and housing, sexual violence, limited educational opportunities, incarceration, and social isolation to a far greater extent than their non-disabled counterparts and furthermore that disabled women experience the impact of these disabling social and political phenomena even more severely than do disabled men. Although feminism is purported to be a social, political, and cultural movement that represents all women, disabled feminists have long argued that the concerns, political struggles, and socio-cultural issues that directly affect disabled women (and disabled people more generally) remain marginalized, and often ignored, within mainstream feminist movements.
Feminist theorists and researchers in the university produce and reproduce this marginalization and exclusion through a variety of mechanisms, one of which is their use of the apparently intransigent conceptual schema and theoretical frameworks of “gender, race, and sexuality” or “gender, race, and class.” In the terms of these conceptions and frameworks, disability is naturalized, rather than represented as a relation of social power in which everyone ─ disabled and non-disabled ─ is implicated: each disabled person is perceived to embody a particular disability, while non-disabled people are taken for granted as representatives of the universal human, the prototype from which disabled people depart. That disabled (and non-disabled) feminist philosophers and theorists of disability have few venues in which to present and publish their work, as well as fewer opportunities for employment in the university, are among the consequences of
these marginalizing and exclusionary frameworks and schema.
Consider the following. Job postings in philosophy do not identify disability as a hegemonic category or form of identity and subjecting power intertwined and on a par with gender, race, sexuality, and class and hence similarly appropriate for philosophical specialization. In 2011-2012, none of the respective annual conference programs of the three divisions of the national philosophical association in the US (with a combined international membership of more than 10,000) included an invited symposium, refereed session, or even a single refereed paper on disability. Furthermore, the leading journal in feminist philosophy has not published an issue devoted to disability and disabled women in a decade, publishing only a handful of articles on disability in the interim. In addition, the flagship journal of the largest women’s studies association in the US has not published an issue on disability and disabled women in the last decade. Finally, the
editorial boards of academic feminist journals seldom include specialists in disability studies, with the consequence that the work of feminist philosophers/theorists of disability is oftentimes reviewed and adjudicated by (non-disabled) feminists who have a limited, even conventional, medicalized, understanding of the epistemological, ontological, ethical, and political implications of, and phenomena surrounding, disability.
This special issue of Disability Studies Quarterly (DSQ) ─ the first and foremost journal in disability studies internationally ─ will bring attention to new work in feminist philosophy of disability and feminist disability theory. The central aim of the issue is to elevate and advance the current status of feminist philosophy of disability/feminist disability theory in feminist and non-feminist academic discourses and, in doing so, challenge the way in which heretofore feminist philosophy and theory have been conceptualized and (re)produced.
Submissions may take any philosophical or theoretical approach to disability that is grounded in feminist political values and goals (broadly construed). The guest editor especially encourages submissions from feminist philosophers and theorists of disability living outside of North America and the global North. Among the topics that might be addressed in submissions are these:
* The conceptual and material costs of limiting feminist theory and analyses to the gender, race, and sexuality matrix and the gender, race, and class matrix
* Gender, race, and sexuality/class matrices and schema as epistemologies of ignorance
* Ableist language and philosophy of language/feminist philosophy of language
* Disabled people (in general) and disabled women (in particular) as knowers and holders of epistemically privileged perspectives and standpoints
* Disability and ableism in mainstream and feminist bioethics
* Ageism and sizeism as forms of ableism and disability
* Transnational disability and the globalization of philosophical ableism
* Disabling classifications of intelligence, race, color, impairment, morphology, sex, sexuality, and gender in modern science and philosophy of science and postcolonial critiques of these
* Race, disability, normality, and “racism against the abnormal”
* Disability, representations of beauty, purity, wholeness, and conceptions of ugliness, pollution, incompleteness in (feminist) aesthetics and philosophy of art
* Disability and/in the history of philosophy and the disabling narrative of western philosophy’s self-conception
* Disabled feminists at the front of the classroom
* Ableist privilege in/and feminist theory and philosophy
* Philosophy of education, disability, and the ethics and politics of the (in)accessible feminist classroom/conference
* The ethics and politics of “passing” as non-disabled within and beyond the university
* Elaborations and critiques of the ethics of care as an ethic for disabled people
* Feminist accounts and critiques of disability and distributive justice
* Disabled people as cyborgs in/up against feminist science and technology studies
Submissions should be no more than 8,000 words in length, inclusive of notes and bibliography, and should be prepared for anonymous peer review, with no identifying elements in the text or reference material. Submissions and all inquiries about the issue should be sent to Shelley Tremain at: s.tremain@yahoo.ca with the subject line “DSQ FEMDIS”.
DEADLINE FOR SUBMISSIONS: September 1, 2012.
NOTIFICATION OF ACCEPTANCES: on or before November 30, 2012.
DATE OF PUBLICATION: TBA
Journal of Literary & Cultural Disability Studies: Subscriptions
A new general issue of the Journal of Literary & Cultural Disability Studies is now available online and in print to institutional and individual LUP subscribers.
This is a good time for you and/or library to subscribe as forthcoming special issues include:
Popular Genres and Disability Representation, guest edited by Ria Cheyne
Disability, Humour and Comedy, guest edited by Tom Coogan and Rebecca Mallett
Disability and Native American/Indigenous Studies, guest edited by Siobhan Senier and Penelope Kelsey
Cripistemologies, guest edited by Merri Lisa Johnson and Robert McRuer
Disability, Media, and Technology, guest edited by Alan Foley and
Stephen Kuusisto
Present Difference, guest edited by Lucy Burke
Details on how to subscribe are attached.
For further information, please contact:
Dr. David Bolt
Director, Centre for Culture & Disability Studies
ccds.hope.ac.uk
ccds.hope.ac.uk
Editor, Journal of Literary & Cultural Disability Studies
http://liverpool.metapress.
http://liverpool.metapress.
Lecturer and Recognised Researcher, Education
http://www.hope.ac.uk/boltd
http://www.hope.ac.uk/boltd
Founder, International Network of Literary & Cultural Disability Scholars
http://www.facebook.com/pages/
http://twitter.com/#!/INLCDS
http://www.facebook.com/pages/
http://twitter.com/#!/INLCDS
Email: boltd@hope.ac.uk
Telephone: 0151 291 3346
Office: EDEN 128
Postal address: Graduate School, Faculty of Education, Liverpool Hope University, Liverpool, L16 9JD.
| JLCDS Subcriptions 2012.pdf https://mail.google.com/mail/?ui=2&ik=70446ac585&view=att&th=135a5c0af78ceeae&attid=0.1&disp=safe&zw |
Research Conference on Aging
Hello,
Please find below some information on an exciting research conference on aging to take place in beautiful Halifax, Nova Scotia. Arts-informed research, workshops which engage interdisciplinary approaches, and presentations that think with-and-through the complex relations between disability, aging and embodiment welcome! A PDF of the Call for Abstracts is also attached to this email.
Best wishes and warm regards,
Katie
Katie Aubrecht
MA, PhD Candidate (ABD)
Research Coordinator
Nova Scotia Centre on Aging
Mount Saint Vincent University
Halifax, Nova Scotia, B3M 2J6
T: 902-457-6193; F: 902-457-6508
E: Katie.Aubrecht@msvu.ca<mailto:
www.msvu.ca/nsca<http://www.
Celebrating 20 Years of Advancing Aging Research and Enhancing Seniors' Lives.
Nova Scotia Centre on Aging presents:
Our Future is Aging: Current Research on Knowledge, Practice and Policy
November 21st-23rd, 2012
Delta Halifax Hotel, Halifax, Nova Scotia
Call for Abstracts
It is with great pleasure that the Nova Scotia Centre on Aging (NSCA) invites submissions for "Our Future is Aging: Current Research on Knowledge, Practice and Policy". The purpose of this one-time research conference is to celebrate the 20th anniversary of the Centre by showcasing current research on aging from the multiple and varied disciplines which address the issues and opportunities of an aging population. This scientific peer-reviewed conference will bring together researchers, academics, artists, service providers, healthcare practitioners and professionals, administrators, public policy analysts, decision makers, students, and members of the community to showcase the diversity of perspectives and approaches to aging research within the region and across Canada.
Atlantic Canada has the oldest populations in the country, and there is significant scholarly research on aging underway in the region that is not well known. This conference provides a unique opportunity for emerging and established researchers, practitioners, and policy makers in the region who are interested and engaged in age-related research to come together to learn about, and be inspired by, one another's work. It offers an occasion to learn about existing collaborations in aging research, and foster new ones. Submissions on research that promotes and increases awareness about age-related issues within Atlantic Canada are strongly encouraged.
About the Organization
The NSCA is a research centre affiliated with the Department of Family Studies & Gerontology at Mount Saint Vincent University in Halifax, Nova Scotia, that was established in 1992. Through research, education and community engagement, the NSCA advances knowledge on aging to inform social policy and practice and enhance the quality of life of older people and their families. For more information on the NSCA visit www.msvu.ca/nsca<http://www.
2012 marks our 20th anniversary, and we are planning a special celebration. Our anniversary theme is Our Future is Aging. We chose this theme because it captures where we as a society are headed (our population is aging) and it reaffirms the work and mission of the NSCA to generate knowledge that informs policy and practice on aging related issues. Our Future is Aging: Current Research on Knowledge, Practice and Policy, is one event in the 20th Anniversary program of activities. This research conference supports two of the Centre's strategic directions by fostering research collaborations and engaging in knowledge translation activities.
The NSCA welcomes abstracts for research on aging from across multiple perspectives, communities, fields, professions, and disciplines. We are especially interested in proposals which:
* Share latest advances in aging research and evidence that may shape program and policy development;
* Showcase inter-and-multi- disciplinary and community-based research collaborations;
* Foster research collaborations.
Open Call:
Anyone doing research on aging (educators, researchers, students, decision makers, service providers, aging advocates, or older adults) is invited to submit an abstract for consideration on a range of topic areas which include but are not limited to:
* Age-Related Research, Education and Community Engagement in Atlantic Canada and Beyond
* New Pathways in Understanding & Addressing Population Aging
* The Social Meanings and Philosophies of Aging
* Aging, Culture and Diversity
* Contexts of Care - The 'When' and 'Where' of Aging and Aging Research, Practice and Policy
* An Aging Workforce
* 'From the Field'- Innovative Perspectives on Policy and Practice
* Developments in Quantitative and Qualitative Aging Research
* Narrative Inquiry
* Perspectives from the Health Professions
* New Frontiers in Clinical Services, Research and Education
* Explorations in Alzheimer's Disease and Other Dementias
* Embodiment, Subjectivity and Aging
* Moving Aging Research to Action - Creative Approaches to Knowledge Transfer, Translation, Exchange and Dissemination
Special Calls:
1. "The Art of Aging Research" - As part of its celebrations, the conference program will feature art exhibits and arts-informed research (qualitative research on aging inspired by the visual, literary and performing arts), that advance knowledge on aging. Exhibits should be accompanied by description of the work's relationship to the conference theme.
2. "Crossing Boundaries and Making Connections" - There is a growing national awareness of the need for interdisciplinary research, but few opportunities exist for researchers within universities, health care, and community-based organizations to share and learn about each other's work and identify potential collaborations. This special call invites proposals for interactive workshops demonstrating interdisciplinary work that will offer an opportunity to share and engage promising practices in multi- and interdisciplinary aging research and practice.
Presentation Formats
Conference sessions will be held in increments of 1 hour and 30 minutes, with three concurrent sessions per time slot. There are four different types of presentation formats:
1. Oral Presentation;
2. Poster;
3. Workshop;
4. Art Exhibit.
Guidelines for Presentation Formats
1. Oral Presentation
Each oral presentation is 30 minutes in duration, with 20 minutes for the presentation and 10 minutes for the question/discussion period. Oral presentations will be grouped within a concurrent session according to the topic stream, or abstract focus. A Chair will be assigned to moderate the concurrent session.
2. Poster Presentation
Presenters will be expected to be available to answer any questions during the concurrent session in which their posters are scheduled. The maximum poster size is 44'' h x 36'' w (112 cm h x 91.5 cm w). Applicants are expected to arrive with their completed posters. The NSCA does not cover the costs of printing. The title of the presentation, followed by the name, institution address and e-mail of all authors should be at the top of the poster. Poster contents generally include an introduction, objectives, methodology, results, conclusions, bibliography, and acknowledgements, including the source of funding for the study (if applicable). Please use a font size that is legible from a distance.
3. Workshop (for Special Call only)
Workshops involve one or two leaders who organize a systematic exchange of ideas or conduct a demonstration or application of techniques and/or skills. Abstracts should include a brief description of how the workshop will be facilitated, the activities it will involve, the methodological approach, and the desired learning outcomes. Workshops generally take up an entire session; however, the NSCA reserves the right to combine similar workshops together in one session's timeslot.
4. Art Exhibit
Exhibits involve the presentation of the arts informed research as part of the concurrent sessions and/or on display during other parts of the conference (TBD). Presenter is to be available for engagement and interaction with participants during the specified time. Abstracts should include a description of the work and a statement which describes the technique, inspiration, and connection to the conference theme. Presenters are expected to arrive with their completed exhibits, and responsible for the removal of exhibits as specified by conference coordinators. Special set up and equipment may be at the submitter's expense. Please complete the Requests for Set-Up portion of the abstract submission.
The NSCA reserves the right to ask you to make a different type of presentation than the one you proposed; e.g., a poster rather than oral presentation. You should indicate on the Abstract Submission form whether you are willing to comply if asked.
Abstract Submission
The date of submission of abstracts is April 15, 2012, with notification of review process to the Corresponding Author by June 1, 2012. Submissions will be anonymously reviewed by a scientific review panel to determine acceptance based on relevance, quality, and contribution to field. Late submissions will not be considered.
To submit an abstract for consideration please go to the www.msvu.ca/nsca<http://www.
Travel Bursaries
If funding permits a limited number of travel bursaries may be available to students traveling to the conference. These bursaries will be distributed on a first-come-first serve basis, and will require the completion and submission of a student travel bursary form. Students are encouraged to identify their intent to apply for a travel bursary on the Online Submission form.
For additional information please consult the Nova Scotia Centre on Aging website: www.msvu.ca/nsca<http://www.
Halifax Nova Scotia B3M 2J6 Canada
Tel 902-457-6546 * Fax 902-457-6508
Email: nsca@msvu.ca<mailto:nsca@msvu.
www.msvu.ca/nsca<http://www.
Celebrating 20 Years of Advancing Aging Research and Enhancing Seniors' Lives
Please find below some information on an exciting research conference on aging to take place in beautiful Halifax, Nova Scotia. Arts-informed research, workshops which engage interdisciplinary approaches, and presentations that think with-and-through the complex relations between disability, aging and embodiment welcome! A PDF of the Call for Abstracts is also attached to this email.
Best wishes and warm regards,
Katie
Katie Aubrecht
MA, PhD Candidate (ABD)
Research Coordinator
Nova Scotia Centre on Aging
Mount Saint Vincent University
Halifax, Nova Scotia, B3M 2J6
T: 902-457-6193; F: 902-457-6508
E: Katie.Aubrecht@msvu.ca<mailto:
www.msvu.ca/nsca<http://www.
Celebrating 20 Years of Advancing Aging Research and Enhancing Seniors' Lives.
Nova Scotia Centre on Aging presents:
Our Future is Aging: Current Research on Knowledge, Practice and Policy
November 21st-23rd, 2012
Delta Halifax Hotel, Halifax, Nova Scotia
Call for Abstracts
It is with great pleasure that the Nova Scotia Centre on Aging (NSCA) invites submissions for "Our Future is Aging: Current Research on Knowledge, Practice and Policy". The purpose of this one-time research conference is to celebrate the 20th anniversary of the Centre by showcasing current research on aging from the multiple and varied disciplines which address the issues and opportunities of an aging population. This scientific peer-reviewed conference will bring together researchers, academics, artists, service providers, healthcare practitioners and professionals, administrators, public policy analysts, decision makers, students, and members of the community to showcase the diversity of perspectives and approaches to aging research within the region and across Canada.
Atlantic Canada has the oldest populations in the country, and there is significant scholarly research on aging underway in the region that is not well known. This conference provides a unique opportunity for emerging and established researchers, practitioners, and policy makers in the region who are interested and engaged in age-related research to come together to learn about, and be inspired by, one another's work. It offers an occasion to learn about existing collaborations in aging research, and foster new ones. Submissions on research that promotes and increases awareness about age-related issues within Atlantic Canada are strongly encouraged.
About the Organization
The NSCA is a research centre affiliated with the Department of Family Studies & Gerontology at Mount Saint Vincent University in Halifax, Nova Scotia, that was established in 1992. Through research, education and community engagement, the NSCA advances knowledge on aging to inform social policy and practice and enhance the quality of life of older people and their families. For more information on the NSCA visit www.msvu.ca/nsca<http://www.
2012 marks our 20th anniversary, and we are planning a special celebration. Our anniversary theme is Our Future is Aging. We chose this theme because it captures where we as a society are headed (our population is aging) and it reaffirms the work and mission of the NSCA to generate knowledge that informs policy and practice on aging related issues. Our Future is Aging: Current Research on Knowledge, Practice and Policy, is one event in the 20th Anniversary program of activities. This research conference supports two of the Centre's strategic directions by fostering research collaborations and engaging in knowledge translation activities.
The NSCA welcomes abstracts for research on aging from across multiple perspectives, communities, fields, professions, and disciplines. We are especially interested in proposals which:
* Share latest advances in aging research and evidence that may shape program and policy development;
* Showcase inter-and-multi- disciplinary and community-based research collaborations;
* Foster research collaborations.
Open Call:
Anyone doing research on aging (educators, researchers, students, decision makers, service providers, aging advocates, or older adults) is invited to submit an abstract for consideration on a range of topic areas which include but are not limited to:
* Age-Related Research, Education and Community Engagement in Atlantic Canada and Beyond
* New Pathways in Understanding & Addressing Population Aging
* The Social Meanings and Philosophies of Aging
* Aging, Culture and Diversity
* Contexts of Care - The 'When' and 'Where' of Aging and Aging Research, Practice and Policy
* An Aging Workforce
* 'From the Field'- Innovative Perspectives on Policy and Practice
* Developments in Quantitative and Qualitative Aging Research
* Narrative Inquiry
* Perspectives from the Health Professions
* New Frontiers in Clinical Services, Research and Education
* Explorations in Alzheimer's Disease and Other Dementias
* Embodiment, Subjectivity and Aging
* Moving Aging Research to Action - Creative Approaches to Knowledge Transfer, Translation, Exchange and Dissemination
Special Calls:
1. "The Art of Aging Research" - As part of its celebrations, the conference program will feature art exhibits and arts-informed research (qualitative research on aging inspired by the visual, literary and performing arts), that advance knowledge on aging. Exhibits should be accompanied by description of the work's relationship to the conference theme.
2. "Crossing Boundaries and Making Connections" - There is a growing national awareness of the need for interdisciplinary research, but few opportunities exist for researchers within universities, health care, and community-based organizations to share and learn about each other's work and identify potential collaborations. This special call invites proposals for interactive workshops demonstrating interdisciplinary work that will offer an opportunity to share and engage promising practices in multi- and interdisciplinary aging research and practice.
Presentation Formats
Conference sessions will be held in increments of 1 hour and 30 minutes, with three concurrent sessions per time slot. There are four different types of presentation formats:
1. Oral Presentation;
2. Poster;
3. Workshop;
4. Art Exhibit.
Guidelines for Presentation Formats
1. Oral Presentation
Each oral presentation is 30 minutes in duration, with 20 minutes for the presentation and 10 minutes for the question/discussion period. Oral presentations will be grouped within a concurrent session according to the topic stream, or abstract focus. A Chair will be assigned to moderate the concurrent session.
2. Poster Presentation
Presenters will be expected to be available to answer any questions during the concurrent session in which their posters are scheduled. The maximum poster size is 44'' h x 36'' w (112 cm h x 91.5 cm w). Applicants are expected to arrive with their completed posters. The NSCA does not cover the costs of printing. The title of the presentation, followed by the name, institution address and e-mail of all authors should be at the top of the poster. Poster contents generally include an introduction, objectives, methodology, results, conclusions, bibliography, and acknowledgements, including the source of funding for the study (if applicable). Please use a font size that is legible from a distance.
3. Workshop (for Special Call only)
Workshops involve one or two leaders who organize a systematic exchange of ideas or conduct a demonstration or application of techniques and/or skills. Abstracts should include a brief description of how the workshop will be facilitated, the activities it will involve, the methodological approach, and the desired learning outcomes. Workshops generally take up an entire session; however, the NSCA reserves the right to combine similar workshops together in one session's timeslot.
4. Art Exhibit
Exhibits involve the presentation of the arts informed research as part of the concurrent sessions and/or on display during other parts of the conference (TBD). Presenter is to be available for engagement and interaction with participants during the specified time. Abstracts should include a description of the work and a statement which describes the technique, inspiration, and connection to the conference theme. Presenters are expected to arrive with their completed exhibits, and responsible for the removal of exhibits as specified by conference coordinators. Special set up and equipment may be at the submitter's expense. Please complete the Requests for Set-Up portion of the abstract submission.
The NSCA reserves the right to ask you to make a different type of presentation than the one you proposed; e.g., a poster rather than oral presentation. You should indicate on the Abstract Submission form whether you are willing to comply if asked.
Abstract Submission
The date of submission of abstracts is April 15, 2012, with notification of review process to the Corresponding Author by June 1, 2012. Submissions will be anonymously reviewed by a scientific review panel to determine acceptance based on relevance, quality, and contribution to field. Late submissions will not be considered.
To submit an abstract for consideration please go to the www.msvu.ca/nsca<http://www.
Travel Bursaries
If funding permits a limited number of travel bursaries may be available to students traveling to the conference. These bursaries will be distributed on a first-come-first serve basis, and will require the completion and submission of a student travel bursary form. Students are encouraged to identify their intent to apply for a travel bursary on the Online Submission form.
For additional information please consult the Nova Scotia Centre on Aging website: www.msvu.ca/nsca<http://www.
Halifax Nova Scotia B3M 2J6 Canada
Tel 902-457-6546 * Fax 902-457-6508
Email: nsca@msvu.ca<mailto:nsca@msvu.
www.msvu.ca/nsca<http://www.
Celebrating 20 Years of Advancing Aging Research and Enhancing Seniors' Lives
Call for Proposals: 12th Annual Second City International Conference on Disability Studies in Education
Call for Proposals
12th Annual Second City International Conference on
Disability Studies in Education
Friday 25th - Sunday 27th May, 2011
at
Hunter College, City University of New York
Co-Sponsored/Coordinated by
Disability Studies in Education-Special Interest Group, American Educational Research Association; School of Professional Studies, CUNY; City College, CUNY; College of Staten Island, CUNY; Graduate Center, CUNY; Long Island University, Brooklyn
CONTEMPLATING
DIS/ABILITY STUDIES IN EDUCATION
THROUGHOUT LIFE: IN SCHOOL, AND BEYOND
Over the past eleven conferences, Disability Studies in Education (DSE) has emerged to grapple with important issues that include: its dissatisfaction with the self-imposed limitations within the field of special education research and practice; the need to articulate our standpoint as a discipline that provides a reframing of disability from an individual deficit to one primarily viewed as the result of inflexible social systems; its relevance in terms of practical application to the lives of teachers and children; disability and law; a focus on individual and family experiences and perspectives; the need to cultivate academic and political alliances, and, the perpetual challenges of increasing access to all aspects of society for people with disabilities. While engaged in this work to date we have, perhaps rightly so, largely focused on K-12 education in schools and teacher education programs.
The purpose of our 12th international conference is to focus upon the growth of disability studies in education (DSE) in K-12 classrooms and beyond. By adding the focus of “life after school,” we seek to extend and build upon our focus of K-12 classrooms while also contemplating how DSE is pertinent to, and can be used throughout life of individuals with disabilities.
We encourage submissions related to theory, research, pedagogy, policy, and practice that may include, but are not limited to inquiry into:
- K-12 classroom settings
- Teacher education
- Schools as organizations
- Continuing education college programs for students with disabilities
- Issues of accessibility in college
- Community services including independent and assisted living
- Issues of accessibility in the workplace
- Social and recreational services/opportunities for people with disabilities
- Rights and responsibilities
- Self-advocacy groups
- Self-governance
- Professionals who work with people with disabilities
- Rehabilitation
- Veteran’s issues
- Legislation and litigation around disability
- Representations of disability throughout the media
General Note to Potential Submitters:
Disabilities Studies in Education (DSE) is an interdisciplinary field of scholarship that engages in research, policy, and action that
- contextualize disability within political and social spheres
- privilege the interest, agendas, and voices of people labeled with disability/disabled people
- promote social justice, equitable and inclusive educational opportunities, and full and meaningful access to all aspects of society for people labeled with disability/disabled people
- assume competence and reject deficit models of disability
DSE welcomes intradisciplinary approaches to understanding the phenomenon of disability, e.g. with educational foundations, special education, etc. DSE also cultivates interdisciplinary approaches to understanding the phenomenon of disability, e.g. interfacing with multicultural education, the humanities, social sciences, philosophy, cultural studies, etc.
(Retrieved from American Education Research Association, Special Interest Group/Disability Studies in Education, http://aera.net/Default.aspx?menu_id=162&id=1297)
We welcome conference proposals organized around our central theme of disability across the lifespan. The conference is open to professors, researchers, teachers, administrators, students presenting individually or in groups, and members of the general public who are interested. We will give consideration to theoretical papers, research papers, practical application papers, and encourage interpretive and critical inquiry. Presentation format is open: we encourage interactive and non-traditional presentation designs.
The DSE conference will continue to have some traditional features such as the Senior and Junior Scholar Awards. All presenters will be expected to pay the conference registration fee.
CONTEMPLATING
DIS/ABILITY STUDIES IN EDUCATION
THROUGHOUT LIFE: IN SCHOOL, AND BEYOND
Proposal Guidelines
Your submission should include the following information:
1. A proposal cover sheet including your name(s), institution affiliation(s), address(es), paper title, phone number(s), email address(es), fax(es), and your preferred format:
- paper session (to be assigned a panel)
- paper session (to be assigned a round table)
- community panel (submission of complete panel)
- poster session
Please indicate if, should your paper not be accepted for a panel presentation, you would be willing to present your work in either a roundtable or poster session format.
2. A 2 page double-spaced proposal summarizing your presentation and stating how the paper relates to the conference theme of Contemplating Dis/ability Studies in Education Throughout Life: In School and Beyond. Please include a description of alternative formats that you will provide (large print, close-captioning, electronic copy of presentation on CD, etc.)*
3. A brief description (100-150 words) of your presentation for the conference program.
Proposals may be submitted electronically as a WORD attachment (.doc) to Dr. Chris Hale at halechris55@gmail.com
Your proposal must be sent by February 29th, 2012. All applicants will be notified by March 15th, 2012. If you have any questions regarding proposals, please e-mail Chris Hale.
*Accessible formats: Any presenter using handouts must bring alternative formats. We recommend 10-15 hardcopies in 12-point font for sighted participants. Also bring 2-3 large print copies in 16-point font and at least one disk copy with the document saved in Microsoft word format. Presenters using visuals (e.g., overheads, powerpoints, etc.) must be prepared to describe the visuals to accommodate visually impaired or blind participants. If a sign language interpreter is used, presenters must be prepared to speak slowly enough for the interpreter to accurately interpret what is being said.
Tuesday, February 21, 2012
Call For Papers: MLA 2013, Disability Studies in the Italian Context
The MLA Division of Twentieth Century Italian Literature would like to bring the following CFP to the list’s attention. The MLA will take place in Boston from 3-6 January, 2013. Thank you, Dana
Disability Studies in the Italian Context
Representations and theories of disabilities and difference in Italian cultural production. Multidisciplinary approaches welcome. 250-300 word abstract and brief biographical note by 15 March 2012; Dana E. Renga (renga.1@osu.edu<mailto:renga.
--
Dana Renga
Assistant Professor of Italian
The Department of French and Italian
The Ohio State University
1775 College Rd.
Columbus, OH 43210
Renga.1@osu.edu
Disability Studies in the Italian Context
Representations and theories of disabilities and difference in Italian cultural production. Multidisciplinary approaches welcome. 250-300 word abstract and brief biographical note by 15 March 2012; Dana E. Renga (renga.1@osu.edu<mailto:renga.
--
Dana Renga
Assistant Professor of Italian
The Department of French and Italian
The Ohio State University
1775 College Rd.
Columbus, OH 43210
Renga.1@osu.edu
Monday, February 20, 2012
Call for Papers: Special Issue of Tulsa Studies in Women¹s Literature
³Theorizing Breast Cancer: Narrative, Politics, Memory²
We invite proposals for a special issue of Tulsa Studies in Women¹s
Literature that will focus on feminist theories of embodiment in breast
cancer narratives, with particular emphasis on transnational, queer,
environmental, genetic, biomedical/bioethical, and activist discourses. We
seek traditional scholarly or mixed-genre essays that analyze literary and
cultural representations of breast cancer in fiction, autobiography/memoir,
and/or visual culture and that explore topics such as the following:
1) Women¹s representations of medicalization, e.g. breast cancer
diagnosis, lumpectomy, mastectomy, radiation, chemotherapy, other
pharmaceutical or technological interventions, and decline or recovery;
2) The shifting politics of prosthesis, reconstruction, breast cancer
culture, and/or survivor discourses;
3) Historiographies of breast cancer, including pre-history of cancer
narrative as a defined topic;
4) Theories of breast cancer in relation to social determinants of
literary and cultural representations;
5) Current and historicized breast cancer narratives as sites of public
memory and individual/communal mourning;
6) The politics of location and/or theories of intersectionality in
breast cancer narratives as regards racial-ethnic, class, queer, and/or
disabled identities;
7) The aesthetic and representational strategies of writers,
photographers, and artists who document breast cancer¹s physical and/or
psychological terrain;
8) Possible links among breast cancer, environmental carcinogens, and
corporate cultures;
9) The ethics and efficacy of genetic testing, prophylactic mastectomy,
and previvor discourses;
10) Breast cancer narratives in popular culture, including film narrative,
television, blogs, and websites.
All essays should be informed by recent feminist scholarship on illness,
medicalization, and cancer in medical humanities or narrative medicine and
in literary, gender, cultural, visual, disability, and/or trauma studies. In
the U.S. alone more than 178,000 women are diagnosed with breast cancer each
year, and 40,000 die of this disease. Worldwide breast cancer rates are
rising, and current projections suggest that within ten years, 70% of all
breast cancer will affect women from the Global South. This issue of TSWL
will examine a wide range of visual and verbal narratives that explore the
contours of illness, survival, and memorialization.
Essays should be 6000-9000 words (excluding footnotes and bibliography),
should conform to the 15th edition of the Chicago Manual of Style, and
should be submitted in Microsoft Word. Please send detailed abstracts by
August 1, 2012 to both of us and to TSWL editor Laura Stevens
(laura-stevens@utulsa.edu). Final essays, subsequent to acceptance of
abstracts, will be due by January 4, 2013.
Mary K. DeShazer (deshazer@wfu.edu) Anita Helle
(ahelle@oregonstate.edu)
Professor of English and Professor of
English; Transitional Director,
Women¹s and Gender Studies School of Writing,
Literature, and Film
Wake Forest University Oregon State
University
We invite proposals for a special issue of Tulsa Studies in Women¹s
Literature that will focus on feminist theories of embodiment in breast
cancer narratives, with particular emphasis on transnational, queer,
environmental, genetic, biomedical/bioethical, and activist discourses. We
seek traditional scholarly or mixed-genre essays that analyze literary and
cultural representations of breast cancer in fiction, autobiography/memoir,
and/or visual culture and that explore topics such as the following:
1) Women¹s representations of medicalization, e.g. breast cancer
diagnosis, lumpectomy, mastectomy, radiation, chemotherapy, other
pharmaceutical or technological interventions, and decline or recovery;
2) The shifting politics of prosthesis, reconstruction, breast cancer
culture, and/or survivor discourses;
3) Historiographies of breast cancer, including pre-history of cancer
narrative as a defined topic;
4) Theories of breast cancer in relation to social determinants of
literary and cultural representations;
5) Current and historicized breast cancer narratives as sites of public
memory and individual/communal mourning;
6) The politics of location and/or theories of intersectionality in
breast cancer narratives as regards racial-ethnic, class, queer, and/or
disabled identities;
7) The aesthetic and representational strategies of writers,
photographers, and artists who document breast cancer¹s physical and/or
psychological terrain;
8) Possible links among breast cancer, environmental carcinogens, and
corporate cultures;
9) The ethics and efficacy of genetic testing, prophylactic mastectomy,
and previvor discourses;
10) Breast cancer narratives in popular culture, including film narrative,
television, blogs, and websites.
All essays should be informed by recent feminist scholarship on illness,
medicalization, and cancer in medical humanities or narrative medicine and
in literary, gender, cultural, visual, disability, and/or trauma studies. In
the U.S. alone more than 178,000 women are diagnosed with breast cancer each
year, and 40,000 die of this disease. Worldwide breast cancer rates are
rising, and current projections suggest that within ten years, 70% of all
breast cancer will affect women from the Global South. This issue of TSWL
will examine a wide range of visual and verbal narratives that explore the
contours of illness, survival, and memorialization.
Essays should be 6000-9000 words (excluding footnotes and bibliography),
should conform to the 15th edition of the Chicago Manual of Style, and
should be submitted in Microsoft Word. Please send detailed abstracts by
August 1, 2012 to both of us and to TSWL editor Laura Stevens
(laura-stevens@utulsa.edu). Final essays, subsequent to acceptance of
abstracts, will be due by January 4, 2013.
Mary K. DeShazer (deshazer@wfu.edu) Anita Helle
(ahelle@oregonstate.edu)
Professor of English and Professor of
English; Transitional Director,
Women¹s and Gender Studies School of Writing,
Literature, and Film
Wake Forest University Oregon State
University
Friday, February 17, 2012
A young man's poem
Dear Colleagues,
Here is a YouTube of a young man (Ryanaustin Dennis) at Miami University reciting one of his poems. He addresses disability where most overlook it. (I apologize for the wiggling at the opening of the video, it took me a minute to steady the camera).
Do some of you have suggestions as to where Ryanaustin might submit this poem for publication? He is a wonderfully talented undergraduate and I would like to support his work. Take a look at:
You tube:
Killing Rage: A Poem for Martin
http://www.youtube.com/watch?v=4ArLTiv1XPI
Thanks for suggestions. Kathy
--
Dr. Kathy McMahon-Klosterman
Eminent Faculty Scholar for Community Engagement & Service, Emerita
Associate Professor: Educational Psychology
Affiliate: Women’s Studies; Disability Studies; Interdisciplinary Studies
Miami University Oxford, Ohio 45056
mcmahok@muohio.edu 513 523-1297
If you think you’re too small to make a difference,
You’ve never been in bed with a mosquito.
Here is a YouTube of a young man (Ryanaustin Dennis) at Miami University reciting one of his poems. He addresses disability where most overlook it. (I apologize for the wiggling at the opening of the video, it took me a minute to steady the camera).
Do some of you have suggestions as to where Ryanaustin might submit this poem for publication? He is a wonderfully talented undergraduate and I would like to support his work. Take a look at:
You tube:
Killing Rage: A Poem for Martin
http://www.youtube.com/watch?v=4ArLTiv1XPI
Thanks for suggestions. Kathy
--
Dr. Kathy McMahon-Klosterman
Eminent Faculty Scholar for Community Engagement & Service, Emerita
Associate Professor: Educational Psychology
Affiliate: Women’s Studies; Disability Studies; Interdisciplinary Studies
Miami University Oxford, Ohio 45056
mcmahok@muohio.edu 513 523-1297
If you think you’re too small to make a difference,
You’ve never been in bed with a mosquito.
Thursday, February 16, 2012
Call for Papers for a Themed Issue of Ethnicity and Inequalities in Health and Social Care: Disabled People, Ethnicity and Inequalities
http://www.emeraldinsight.com/
Call for Papers for a Themed Issue of Ethnicity and Inequalities in Health and Social Care: Disabled People, Ethnicity and Inequalities
We invite you to submit papers to a themed edition of the journal Ethnicity and Inequalities in Health and Social Care.
Call for papers
Themed issue: Disabled people, ethnicity and inequalities
Guest editor: Stephen Hodgkins
This themed issue will take a unique user-led focus covering user perspectives and user-led organizations that are involved in social change activities and relating to multiple inequality issues of primarily ethnicity and disability.
Papers will cover current outsider views, including the following:
• the experience of multiple inequalities
• theoretical perspectives
• personal ‘leadership’ histories
• involvement in user-led, disabled persons services.
We are also open to any other relevant ideas that you have.
Benefits of writing for this issue include
• on publication, dissemination of your paper to a wide audience of researchers, practitioners and service providers, allowing you to demonstrate the social impact of your work
• inclusion in a themed issue that will help to raise awareness of these issues
• the opportunity to share and promote your work
• help in raising your personal and organisational profiles
• published work can be helpful to reference in future work and can also help with supporting future fundraising and other applications.
Papers should be 3,000–4,000 words.
Deadline: end March 2012
Submissions should be made to the guest editor: Stephen Hodgkins at stephen.hodgkins@
About the journal
Ethnicity and Inequalities in Health and Social Care promotes equality in health and social care. A key area of interest is the relationship between ethnicity and other forms of inequality – often now referred to as intersectionality.
The journal provides a unique practical focus on tackling inequalities, clear implications for practitioners, user perspectives and examples of best practice and ‘what works’. The journal is read by practitioners, managers, policy-makers, academics, universities and colleges, NHS and primary care trusts, local authorities, social workers, psychologists, nurses, voluntary sector workers, users of services, carers and students.
More information on the journal and full guidelines for contributing can be accessed at: www.emeraldinsight.com/eihsc.
Further information
For further information on this journal please contact the guest editor listed above or the journal publisher,
Jo Sharrocks, Emerald Group Publishing Limited
Tel: +44 (0)1274 785141
jsharrocks@emeraldinsight.com
Ethnicity and Inequalities in Health and Social Care journal is now published by Emerald Group Publishing Ltd as part of its Health and Social Care subject collection, following the acquisition by Emerald of Pier Professional.
Call for Papers for a Themed Issue of Ethnicity and Inequalities in Health and Social Care: Disabled People, Ethnicity and Inequalities
We invite you to submit papers to a themed edition of the journal Ethnicity and Inequalities in Health and Social Care.
Call for papers
Themed issue: Disabled people, ethnicity and inequalities
Guest editor: Stephen Hodgkins
This themed issue will take a unique user-led focus covering user perspectives and user-led organizations that are involved in social change activities and relating to multiple inequality issues of primarily ethnicity and disability.
Papers will cover current outsider views, including the following:
• the experience of multiple inequalities
• theoretical perspectives
• personal ‘leadership’ histories
• involvement in user-led, disabled persons services.
We are also open to any other relevant ideas that you have.
Benefits of writing for this issue include
• on publication, dissemination of your paper to a wide audience of researchers, practitioners and service providers, allowing you to demonstrate the social impact of your work
• inclusion in a themed issue that will help to raise awareness of these issues
• the opportunity to share and promote your work
• help in raising your personal and organisational profiles
• published work can be helpful to reference in future work and can also help with supporting future fundraising and other applications.
Papers should be 3,000–4,000 words.
Deadline: end March 2012
Submissions should be made to the guest editor: Stephen Hodgkins at stephen.hodgkins@
About the journal
Ethnicity and Inequalities in Health and Social Care promotes equality in health and social care. A key area of interest is the relationship between ethnicity and other forms of inequality – often now referred to as intersectionality.
The journal provides a unique practical focus on tackling inequalities, clear implications for practitioners, user perspectives and examples of best practice and ‘what works’. The journal is read by practitioners, managers, policy-makers, academics, universities and colleges, NHS and primary care trusts, local authorities, social workers, psychologists, nurses, voluntary sector workers, users of services, carers and students.
More information on the journal and full guidelines for contributing can be accessed at: www.emeraldinsight.com/eihsc.
Further information
For further information on this journal please contact the guest editor listed above or the journal publisher,
Jo Sharrocks, Emerald Group Publishing Limited
Tel: +44 (0)1274 785141
jsharrocks@emeraldinsight.com
Ethnicity and Inequalities in Health and Social Care journal is now published by Emerald Group Publishing Ltd as part of its Health and Social Care subject collection, following the acquisition by Emerald of Pier Professional.
National Federation of the Blind Hazel tenBroek Grants for Research on Blindness, Disability Rights and Civil Rights
http://www.nfb.org/nfb/
National Federation of the Blind Hazel tenBroek Grants for Research on Blindness, Disability Rights and Civil Rights
The National Federation of the Blind Jernigan Institute announces the NFB Hazel tenBroek Research Grant program for 2012-13.
Though sighted, Hazel tenBroek (1911-2005) was a devoted member of the National Federation of the Blind. For many years, she was an unpaid coworker of her husband, NFB founding President Jacobus tenBroek, and after his death she served as Associate Editor of the NFB monthly magazine, the Braille Monitor. Near the end of her life she agreed to donate the Jacobus tenBroek papers to the Jernigan Institute. The tenBroek papers now constitute the centerpiece of the research resources of the Jacobus tenBroek Library.
Purpose: These awards will support projects that (1) require the resources of the Jacobus tenBroek Library and (2) are intended to lead to a product of educational or aesthetic value to the public and/or the academic community. Undergraduate students may apply, but only for work on a senior thesis or capstone project.
Awards: Up to five applicants will win awards of between $500 and $5000. Awards will be based on budgets submitted as part of the application (see below), but will not necessarily match the total proposed budget. In general, the awards will be proportional to the proposed length of residence in the tenBroek Library.
Period of residence: Winners of Hazel tenBroek Research grants are expected to spend at least five days in residence at the Jacobus tenBroek Library, any time between mid-July 2012 and mid-June 2013. The days of residence need not be consecutive. Awardees who come from a distance are invited to stay in Jernigan Institute sleeping rooms at no charge. Grant recipients are not required to stay at the Jernigan Institute, but we will not consider lodging costs in proposal budgets.
Presentation: At the conclusion of their stay, awardees will be expected to make a presentation of 20-30 minutes, followed by a question and answer period with Jernigan Institute staff members.
Acknowledgment and rights: All products of work done on these grants remain the intellectual property of the awardees, but must include an acknowledgment of the 2012-2013 NFB Hazel tenBroek Research Grant program. Should the editors regard the grant-funded work as appropriate for inclusion in the Braille Monitor, tenBroek Library staff will work with the awardee in preparing an article.
Eligibility: All are eligible to apply, regardless of citizenship or age.
Travel and visas: Grantees are responsible for their own travel arrangements and visa arrangements (if needed).
Preferences:
Disability status. All else being equal, preference will be shown, first, to blind applicants, and second, to other disabled applicants.
Topic of project. We are especially interested in projects related to the life and work of Jacobus tenBroek or the history of the National Federation of the Blind. However, we will consider well-conceived projects in other areas.
Resources:
Published books, periodicals, etc. The Jacobus tenBroek Library, established in 2004, is currently engaged in a large-scale acquisitions program (both retrospective and current). The scope of its published materials—largely in print, but also in talking book, Braille, and digital formats—extends to all facets (except the medical) of blindness and the lives of blind people. We encourage potential applicants to check THE BLIND CAT, our online public-access catalog (www.nfb.org/theblindcat), and let us know of books or other publications that are within our scope, that we do not yet own.
Archival and manuscript materials. The most significant single resource of the tenBroek Library is the Professional and Personal Papers of Jacobus tenBroek. Dr. tenBroek (1911-1968) was a towering figure in many areas. The NFB as he built it in the 1940s and 1950s adumbrated many of the features of today’s disability rights movement, most importantly by asserting that blind must speak for themselves as consumers and as a demographic minority that experiences discrimination. A graduate of the University of California School of Law (Boalt Hall), tenBroek earned additional graduate degrees in both law and political science. His scholarly interests centered around constitutional notions of “rights” and he is credited with helping to refine the idea of rights in the post-World War II era. In addition to disability rights, his writings have proved central to civil rights law and welfare rights law. His 1958 book, Prejudice, War, and the Constitution is regarded as the definitive c!
ritique of the U.S. Supreme Court’s decision to allow the federal government to relocate Japanese Americans during the World War II.
TenBroek served on the faculty of the University of California from 1942 until his death. As a university professor, he stood strongly in favor of academic freedom, opposing the loyalty oath during the 1950s, and supporting the student Free Speech Movement in 1964. Simultaneously with his social activism and scholarly work tenBroek was a member and, for a period, chairman of the California Social Welfare Board.
The Jacobus tenBroek papers—consisting largely of typed and printed documents, but with a significant portion in grade 3 Braille—is a major primary resource for research on any of his personal and professional interests. A grant from the National Historical Publications and Records Commission has allowed us to complete basic processing of both the tenBroek papers and the larger institutional archives of the National Federation of the Blind. We have recently made finding aids to these and several smaller collections available through our archival search tool, THE CANE TIP (www.nfb.org/thecanetip).
Museum collection. The tenBroek Library has an unprocessed collection of objects, including several exhibits on display in public areas of the Jernigan Institute. In storage are a number of mechanical and manual tools for writing in Braille, as well as electronic devices developed for use by the blind in the past half-century. The Jernigan Institute is also home to the International Braille and Technology Center (IBTC), which collects state-of-the-art electronic devices, and the Independence Market, which sells a selection of “low tech” aids and appliances for the blind, including canes, clocks, low-vision aids, and toys. The resources of the IBTC and the Independence Market are available for use by researchers.
Audiovisual collection. The tenBroek Library is also responsible for the NFB’s collection of sound and moving picture recordings dating back to the 1950s. The AV collection includes recordings of NFB events, oral history interviews, broadcast public service announcements, and other NFB archival material. At present there is no public access to the AV inventory, but we will gladly answer questions about this collection.
Photographs. We have more than forty thousand photographs in digital formats. They are entered with descriptive metadata in our photograph database, Photo Showcase. Photo Showcase is not available to outside researchers but, again, we will gladly help researchers locate photographs.
Applications: Applications will be accepted only as e-mail attachments sent to jtblibrary@nfb.org, preferably using Microsoft Word, Microsoft Works word processor, Open Office Writer, or Rich Text Format. All applications must have the following information clearly labeled and in this order:
I. Name and contact information, including relevant affiliations
II. Type of project (undergraduate thesis, graduate thesis, scholarly article or book, popular non-fiction, fiction or poetry, other artistic endeavor). If none of these, please specify what is intended.
III. Title of project
IV. Abstract of no more than five hundred words
V. Description of how the resources of the tenBroek Library will be utilized
VI. Budget. There is no budget form, and applicants should themselves choose the categories of expense they anticipate.
For further information, please contact the tenBroek Library (410-659-9314 x2225 or jtblibrary@nfb.org).
Deadline: All applications must be received by 8:00 AM, Eastern Time (GMT -05:00), Monday April 2, 2012. Decisions will be announced within a few weeks.
National Federation of the Blind Hazel tenBroek Grants for Research on Blindness, Disability Rights and Civil Rights
The National Federation of the Blind Jernigan Institute announces the NFB Hazel tenBroek Research Grant program for 2012-13.
Though sighted, Hazel tenBroek (1911-2005) was a devoted member of the National Federation of the Blind. For many years, she was an unpaid coworker of her husband, NFB founding President Jacobus tenBroek, and after his death she served as Associate Editor of the NFB monthly magazine, the Braille Monitor. Near the end of her life she agreed to donate the Jacobus tenBroek papers to the Jernigan Institute. The tenBroek papers now constitute the centerpiece of the research resources of the Jacobus tenBroek Library.
Purpose: These awards will support projects that (1) require the resources of the Jacobus tenBroek Library and (2) are intended to lead to a product of educational or aesthetic value to the public and/or the academic community. Undergraduate students may apply, but only for work on a senior thesis or capstone project.
Awards: Up to five applicants will win awards of between $500 and $5000. Awards will be based on budgets submitted as part of the application (see below), but will not necessarily match the total proposed budget. In general, the awards will be proportional to the proposed length of residence in the tenBroek Library.
Period of residence: Winners of Hazel tenBroek Research grants are expected to spend at least five days in residence at the Jacobus tenBroek Library, any time between mid-July 2012 and mid-June 2013. The days of residence need not be consecutive. Awardees who come from a distance are invited to stay in Jernigan Institute sleeping rooms at no charge. Grant recipients are not required to stay at the Jernigan Institute, but we will not consider lodging costs in proposal budgets.
Presentation: At the conclusion of their stay, awardees will be expected to make a presentation of 20-30 minutes, followed by a question and answer period with Jernigan Institute staff members.
Acknowledgment and rights: All products of work done on these grants remain the intellectual property of the awardees, but must include an acknowledgment of the 2012-2013 NFB Hazel tenBroek Research Grant program. Should the editors regard the grant-funded work as appropriate for inclusion in the Braille Monitor, tenBroek Library staff will work with the awardee in preparing an article.
Eligibility: All are eligible to apply, regardless of citizenship or age.
Travel and visas: Grantees are responsible for their own travel arrangements and visa arrangements (if needed).
Preferences:
Disability status. All else being equal, preference will be shown, first, to blind applicants, and second, to other disabled applicants.
Topic of project. We are especially interested in projects related to the life and work of Jacobus tenBroek or the history of the National Federation of the Blind. However, we will consider well-conceived projects in other areas.
Resources:
Published books, periodicals, etc. The Jacobus tenBroek Library, established in 2004, is currently engaged in a large-scale acquisitions program (both retrospective and current). The scope of its published materials—largely in print, but also in talking book, Braille, and digital formats—extends to all facets (except the medical) of blindness and the lives of blind people. We encourage potential applicants to check THE BLIND CAT, our online public-access catalog (www.nfb.org/theblindcat), and let us know of books or other publications that are within our scope, that we do not yet own.
Archival and manuscript materials. The most significant single resource of the tenBroek Library is the Professional and Personal Papers of Jacobus tenBroek. Dr. tenBroek (1911-1968) was a towering figure in many areas. The NFB as he built it in the 1940s and 1950s adumbrated many of the features of today’s disability rights movement, most importantly by asserting that blind must speak for themselves as consumers and as a demographic minority that experiences discrimination. A graduate of the University of California School of Law (Boalt Hall), tenBroek earned additional graduate degrees in both law and political science. His scholarly interests centered around constitutional notions of “rights” and he is credited with helping to refine the idea of rights in the post-World War II era. In addition to disability rights, his writings have proved central to civil rights law and welfare rights law. His 1958 book, Prejudice, War, and the Constitution is regarded as the definitive c!
ritique of the U.S. Supreme Court’s decision to allow the federal government to relocate Japanese Americans during the World War II.
TenBroek served on the faculty of the University of California from 1942 until his death. As a university professor, he stood strongly in favor of academic freedom, opposing the loyalty oath during the 1950s, and supporting the student Free Speech Movement in 1964. Simultaneously with his social activism and scholarly work tenBroek was a member and, for a period, chairman of the California Social Welfare Board.
The Jacobus tenBroek papers—consisting largely of typed and printed documents, but with a significant portion in grade 3 Braille—is a major primary resource for research on any of his personal and professional interests. A grant from the National Historical Publications and Records Commission has allowed us to complete basic processing of both the tenBroek papers and the larger institutional archives of the National Federation of the Blind. We have recently made finding aids to these and several smaller collections available through our archival search tool, THE CANE TIP (www.nfb.org/thecanetip).
Museum collection. The tenBroek Library has an unprocessed collection of objects, including several exhibits on display in public areas of the Jernigan Institute. In storage are a number of mechanical and manual tools for writing in Braille, as well as electronic devices developed for use by the blind in the past half-century. The Jernigan Institute is also home to the International Braille and Technology Center (IBTC), which collects state-of-the-art electronic devices, and the Independence Market, which sells a selection of “low tech” aids and appliances for the blind, including canes, clocks, low-vision aids, and toys. The resources of the IBTC and the Independence Market are available for use by researchers.
Audiovisual collection. The tenBroek Library is also responsible for the NFB’s collection of sound and moving picture recordings dating back to the 1950s. The AV collection includes recordings of NFB events, oral history interviews, broadcast public service announcements, and other NFB archival material. At present there is no public access to the AV inventory, but we will gladly answer questions about this collection.
Photographs. We have more than forty thousand photographs in digital formats. They are entered with descriptive metadata in our photograph database, Photo Showcase. Photo Showcase is not available to outside researchers but, again, we will gladly help researchers locate photographs.
Applications: Applications will be accepted only as e-mail attachments sent to jtblibrary@nfb.org, preferably using Microsoft Word, Microsoft Works word processor, Open Office Writer, or Rich Text Format. All applications must have the following information clearly labeled and in this order:
I. Name and contact information, including relevant affiliations
II. Type of project (undergraduate thesis, graduate thesis, scholarly article or book, popular non-fiction, fiction or poetry, other artistic endeavor). If none of these, please specify what is intended.
III. Title of project
IV. Abstract of no more than five hundred words
V. Description of how the resources of the tenBroek Library will be utilized
VI. Budget. There is no budget form, and applicants should themselves choose the categories of expense they anticipate.
For further information, please contact the tenBroek Library (410-659-9314 x2225 or jtblibrary@nfb.org).
Deadline: All applications must be received by 8:00 AM, Eastern Time (GMT -05:00), Monday April 2, 2012. Decisions will be announced within a few weeks.
CFP: ATHE 2012 Interactive Theatre and Theatre and Social Change Pre-Conference, Feb 27th
This group has kindly invited me to give the keynote lecture for the pre-conference, so disability performance will be pretty central to the event (in particular work developed out of a theatre training course for people with developmental disabilities in Melbourne, Australia; the approaches of Dandelion Dance Theatre in Oakland, CA; and the Olimpias' Journey to the Holocaust Memorial in Berlin, a participatory performance). It would be great if more disability studies people could join us in Washington, D.C.!
Best, Petra
*Calling all Interactive Theatre Artists!*
* *
*ATHE 2012 Interactive Theatre and Theatre and Social Change Pre-Conference*
*Hyatt Regency Washington, DC on Capitol Hill*
*Interactive Performance and Social Change: Civic engagement and rehearsal
for action*
*July 31-August 2, 2012*
Do you do interactive theatre work and would like to lead a workshop? Do
you have an example of your interactive theatre work that you wish to share?
Does your work fit into the theme, ?Interactive Performance and Social
Change: Civic engagement and rehearsal for action?? Do you know someone
who fits the above description?
*WHAT:* *We are looking for a variety of artists, artists-scholars, and
practitioners who engage in a variety of interactive theatre work to
present workshops and short performances of Interactive Theatre work for
the joined Interactive Theatre and Theatre and Social Change Pre-conference
in Washington, DC, on Wednesday, August 1, 2012.* The attendees will be
fellow artists/scholars connected to the higher education community.
*Interactive Theatre (IT) work may involve script development, devising, IT
audience participating techniques, cultivating the skills of the
post-performance dialogue, facilitating challenging dialogue, applied
theatre techniques, pedagogy and efficacy of IT work, IT with youth, IT in
varying settings and demographics, etc.*
* *
The Pre-Conference is being offered by the Interactive Theatre
Sub-committee (under the Advocacy Committee) of the Association for Theatre
in Higher Education (ATHE) and Theatre and Social Change ATHE Focus group.
*FORMAT OF WORKSHOPS*: intended for 20-30 (approx.) participants to engage
in hands-on material they may be able to bring back to their community in
some manner. Workshops may include a performative element, but needs to
focus on an interactive workshop. Each 70-75 minute workshop should
include handouts, resources or reference list. REFLECTION: Each workshop
will be followed by a facilitated reflection activity for participants in
order to actively process the workshop. Selected Workshop Leaders will be
asked to work with the Facilitation Leaders to best conduct this reflection
process. Please note the theme of the Preconference:* Interactive
Performance and Social Change: Civic engagement and rehearsal for action.*
*FORMAT OF SHORT PERFORMANCE: *
Performances must fit into a one hour time frame, including a Question and
Answer period. This may include an example of a work in its entirety or an
excerpt from a longer piece as long as the chosen example is understandable
and the context of the work clearly explained. *Please do not use videos
of past performances*. Presentations should interactively engage 20-30
(approx) participants with a demonstration of IT work connected to the
pre-conference theme. There will be volunteers to assist your set up and
break down. Please note the theme of the Preconference:* Interactive
Performance and Social Change: Civic engagement and rehearsal for action.*
*Submission Details:*
1. Indicate whether you are submitting a WORKSHOP or PERFORMANCE
2. Short bio, 200 words or less.
3. List of all other participants? names, if any.
4. Resume, CV, or website.
5. Description of either your workshop OR performance example of your
work including a/an:
a) short explanation of how the proposed workshop reflects the
Pre-Conference theme
b) brief breakdown of how you plan to use the time
c) outline of your plan to engage with the participants interactively
d) brief description of take home materials (required for workshop)
e) list of any technical needs such as LCD projector, screen, open
space, CD player, etc.
6. Email submission to Cheryl Kaplan Zachariah at
CherylLK<CherylLKaplan@gmail.c
*aplan@gmail.com* and write ?IT SUBMISSION? in the subject line of your
email.
*Deadline for Submissions is Monday, February 27th by midnight.*
*Offers will be made by March 12, 2012.*
Unfortunately, we are unable to offer stipends at this time, but the
registration fee for the entire pre-conference (including the key-note and
on-site performance) will be waived for all presenters. Please feel free to
pass this along to any interested parties. Please direct any questions to
Cheryl Kaplan Zachariah at CherylLKaplan@gmail.com
--
Cheryl L. Kaplan Zachariah
Instructor, Writer, Director, Dramaturg, Theatre Arts Integration Specialist
CherylLKaplan@gmail.com
----- End forwarded message -----
--
Petra Kuppers
Associate Professor
English, Art and Design, Theatre, Women's Studies
Faculty Affiliate with the Center for World Performance Studies and Matthaei Botanical Gardens
University of Michigan
435 S. State Street, 3216 Angell Hall, Ann Arbor, MI 48109-1003
mobile: 734-239-2634
Artistic Director of The Olimpias, www.olimpias.org
New books!
Disability Culture and Community Performance: Find a Strange and Twisted Shape, on Olimpias practices (Palgrave, August 2011, http://www.palgrave.com/produc
Somatic Engagement, an edited collection of artists on the poetics, politics and publics of embodiment (Chain Links, October 2011, http://www.chainarts.org/somat
Best, Petra
*Calling all Interactive Theatre Artists!*
* *
*ATHE 2012 Interactive Theatre and Theatre and Social Change Pre-Conference*
*Hyatt Regency Washington, DC on Capitol Hill*
*Interactive Performance and Social Change: Civic engagement and rehearsal
for action*
*July 31-August 2, 2012*
Do you do interactive theatre work and would like to lead a workshop? Do
you have an example of your interactive theatre work that you wish to share?
Does your work fit into the theme, ?Interactive Performance and Social
Change: Civic engagement and rehearsal for action?? Do you know someone
who fits the above description?
*WHAT:* *We are looking for a variety of artists, artists-scholars, and
practitioners who engage in a variety of interactive theatre work to
present workshops and short performances of Interactive Theatre work for
the joined Interactive Theatre and Theatre and Social Change Pre-conference
in Washington, DC, on Wednesday, August 1, 2012.* The attendees will be
fellow artists/scholars connected to the higher education community.
*Interactive Theatre (IT) work may involve script development, devising, IT
audience participating techniques, cultivating the skills of the
post-performance dialogue, facilitating challenging dialogue, applied
theatre techniques, pedagogy and efficacy of IT work, IT with youth, IT in
varying settings and demographics, etc.*
* *
The Pre-Conference is being offered by the Interactive Theatre
Sub-committee (under the Advocacy Committee) of the Association for Theatre
in Higher Education (ATHE) and Theatre and Social Change ATHE Focus group.
*FORMAT OF WORKSHOPS*: intended for 20-30 (approx.) participants to engage
in hands-on material they may be able to bring back to their community in
some manner. Workshops may include a performative element, but needs to
focus on an interactive workshop. Each 70-75 minute workshop should
include handouts, resources or reference list. REFLECTION: Each workshop
will be followed by a facilitated reflection activity for participants in
order to actively process the workshop. Selected Workshop Leaders will be
asked to work with the Facilitation Leaders to best conduct this reflection
process. Please note the theme of the Preconference:* Interactive
Performance and Social Change: Civic engagement and rehearsal for action.*
*FORMAT OF SHORT PERFORMANCE: *
Performances must fit into a one hour time frame, including a Question and
Answer period. This may include an example of a work in its entirety or an
excerpt from a longer piece as long as the chosen example is understandable
and the context of the work clearly explained. *Please do not use videos
of past performances*. Presentations should interactively engage 20-30
(approx) participants with a demonstration of IT work connected to the
pre-conference theme. There will be volunteers to assist your set up and
break down. Please note the theme of the Preconference:* Interactive
Performance and Social Change: Civic engagement and rehearsal for action.*
*Submission Details:*
1. Indicate whether you are submitting a WORKSHOP or PERFORMANCE
2. Short bio, 200 words or less.
3. List of all other participants? names, if any.
4. Resume, CV, or website.
5. Description of either your workshop OR performance example of your
work including a/an:
a) short explanation of how the proposed workshop reflects the
Pre-Conference theme
b) brief breakdown of how you plan to use the time
c) outline of your plan to engage with the participants interactively
d) brief description of take home materials (required for workshop)
e) list of any technical needs such as LCD projector, screen, open
space, CD player, etc.
6. Email submission to Cheryl Kaplan Zachariah at
CherylLK<CherylLKaplan@gmail.c
*aplan@gmail.com* and write ?IT SUBMISSION? in the subject line of your
email.
*Deadline for Submissions is Monday, February 27th by midnight.*
*Offers will be made by March 12, 2012.*
Unfortunately, we are unable to offer stipends at this time, but the
registration fee for the entire pre-conference (including the key-note and
on-site performance) will be waived for all presenters. Please feel free to
pass this along to any interested parties. Please direct any questions to
Cheryl Kaplan Zachariah at CherylLKaplan@gmail.com
--
Cheryl L. Kaplan Zachariah
Instructor, Writer, Director, Dramaturg, Theatre Arts Integration Specialist
CherylLKaplan@gmail.com
----- End forwarded message -----
--
Petra Kuppers
Associate Professor
English, Art and Design, Theatre, Women's Studies
Faculty Affiliate with the Center for World Performance Studies and Matthaei Botanical Gardens
University of Michigan
435 S. State Street, 3216 Angell Hall, Ann Arbor, MI 48109-1003
mobile: 734-239-2634
Artistic Director of The Olimpias, www.olimpias.org
New books!
Disability Culture and Community Performance: Find a Strange and Twisted Shape, on Olimpias practices (Palgrave, August 2011, http://www.palgrave.com/produc
Somatic Engagement, an edited collection of artists on the poetics, politics and publics of embodiment (Chain Links, October 2011, http://www.chainarts.org/somat
Funding For Arts & Disability
Hello,
Does anyone have experience with foundations interested in funding Disability and the arts? I'm seeking support for a small reading theatre group based here in Long Island, New York. Any suggestions would be most welcome.
Thanks!
Best,
Therese
Therese E. Brzezinski, M.A.
Director, Advocacy & Community Policy
L.I. Center for Independent Living, Inc. (LICIL)
3601 Hempstead Turnpike -- Suite 500
Levittown, NY 11756
516-796-0144 (Voice)
516-796-0529 (FAX)
516-796-0135 (TTY)
ThereseA@licil.com
www.licil.net
Does anyone have experience with foundations interested in funding Disability and the arts? I'm seeking support for a small reading theatre group based here in Long Island, New York. Any suggestions would be most welcome.
Thanks!
Best,
Therese
Therese E. Brzezinski, M.A.
Director, Advocacy & Community Policy
L.I. Center for Independent Living, Inc. (LICIL)
3601 Hempstead Turnpike -- Suite 500
Levittown, NY 11756
516-796-0144 (Voice)
516-796-0529 (FAX)
516-796-0135 (TTY)
ThereseA@licil.com
www.licil.net
Call for Papers (CFP) for AAA meetings in San Francisco: Disability and Bioethical Curriculum: Please Mind the Gaps
Call for Papers (CFP) for AAA meetings in San Francisco: Disability and Bioethical Curriculum: Please Mind the Gaps
Devva Kasnitz, Lakshmi Fjord, and Juliette de Wolfe co-organizers:
<mailto:devva@earthlink.net>de
Please respond soon, as we wish to ask for invited status of the CAE (Council on Anthropology and Education) due MARCH 15TH
To address the substantive gaps about disability-related issues in most anthropology courses, the AAA ethics committee has awarded us a small ethics grant on behalf of the Disability Research Interest Group to improve these lacunae. Co-authors of the proposal are Karen Davis, Joe Kaufert, and Pamela Block.
For this panel, we seek presenters who already include disability studies as a course focus or who intend to do so and would enjoy the opportunity to present on any topical area of disability issues. Below please find a list of possible topics, which are just a starting point. We hope to create a double panel that will have ample time for audience participation and lively discussion.
The module we will present to the AAA ethics committee will make use of existing legacy and new primary sources, theoretical frameworks, films as texts, and ethnographies.
Accessibility: Using multi-modal methods for classroom inclusion, we hope presenters and our final curricula will model how course content and texts can be made more accessible to diverse learners and the possibilities for increased creativity that disability orientated accessibility provides to all students.
Possible topics:
Disability Theory
*critical disability theory
*social theory of disability
Cross-cultural ethnographic comparisons
Critical disability theory and social theories of disability
Ethnographies
Disability History
Economics:
*historic and ongoing cost/benefit arguments for eugenics, Holocaust;
*Boas on need for diverse embodiments for "adaptive" societies
*employment
` *social security disability insurance, veterans, homeless, disincentives:
royalties and honoraria, marriage, etc.
*accommodations
*in-home care vs. institutionalization
Political/Law
*human rights, social justice, civil rights movements and disability
*identity politics and coalition building
*hierarchies of disability
*community organizing
*UN treaty
*legislation: ADA, other nations' laws, local vs. national, etc.
*critique of Euro-American centered disability identity-formation
*resistance and affirmation approaches
*Disability and prison populations: identified and non-identified
Socio-Environmental
*Inclusive/Universal Design
*Access and accommodations in school, work, home, medicine, recreation,
sexual activities, etc.
Education
*policies: government mandates
*cross-cultural comparisons across national borders
*mainstreaming vs. "special needs" classrooms vs. disability-grouped classroom
*IEPs: politics of, economics of, legal issues with
*linguistic accommodations; bilingualism in signed/spoken languages
*assistive personnel and assistive technologies
*multiple disabilities
*immigrant children with disabilities
Accessing necessary educational supports for children with disabilities
Navigating power relations in special education evaluations, determinations, and programming
Technologies
*assistive technologies
*assistive personnel (captioners, interpreters, revoicers, facilitated communicators)
*consumer-centered vs. developer-centered design
*cultural capital of assistive devices invented for disabled people now allow mass
connectivity: typewriter keyboard, voice recognition, videophone, etc.
technologies as tools for advocacy (self, family, etc.), awareness, and fundraising
Rehabilitation
*history of professionalization
*capitalizing on disability
*disability advocates push back
Cure or rehabilitation centered models and coping centered models
Disability creativity
*Theater/performance, dance, poetry, studio arts, photography
*Blind at the museum
*Theater, film, dance accommodations (audio description, captioning, etc)
Medicine
*pathologization and medicalizing of disability
*access and accommodation issues in clinical medicine
*iconic bioethical cases and disability
*Selective abortion (who decides what "counts" as desired fetus?)
*Selective physician-assisted suicide: who decides what counts as "quality of
life" and support care?
*End of life care and life support technologies, inequalities in access
Accessing healthcare supports and services
Disability and the lifespan
*aging and age-onset impairments
*temporary or life-long impairments
caregiving over the life span
financial planning over the lifespan
"Disability Awareness" and simulations and ethics
Disability and parenting
Parents making medical decisions for disabled children (cochlear implants, special diets, unauthorized treatments, etc.)
Impact on parent identity when caring for a child with a disability
Parental experiences of courtesy stigma
Disability and migration
Contact Information:
Devva Kasnitz, PhD
President, Society for Disability Studies, http://www.disstudies.org/
Devvaco Consulting/New Focus Partnerships
Coordinator, Disability Research Interest Group, Society for Medical Anthropology
Fellow, Society for Applied Anthropology
Committee on Minority Issues in Anthropology, American Anthropological Association
Listserv Manager, NAPA-OT Interest Group
EMAIL: <devva@earthlink.net>
Mailing Address:
1614 D St
Eureka, CA 95501
Voice: 707-443-1973
Cell Phone: 510-206-5767
Devva Kasnitz, Lakshmi Fjord, and Juliette de Wolfe co-organizers:
<mailto:devva@earthlink.net>de
Please respond soon, as we wish to ask for invited status of the CAE (Council on Anthropology and Education) due MARCH 15TH
To address the substantive gaps about disability-related issues in most anthropology courses, the AAA ethics committee has awarded us a small ethics grant on behalf of the Disability Research Interest Group to improve these lacunae. Co-authors of the proposal are Karen Davis, Joe Kaufert, and Pamela Block.
For this panel, we seek presenters who already include disability studies as a course focus or who intend to do so and would enjoy the opportunity to present on any topical area of disability issues. Below please find a list of possible topics, which are just a starting point. We hope to create a double panel that will have ample time for audience participation and lively discussion.
The module we will present to the AAA ethics committee will make use of existing legacy and new primary sources, theoretical frameworks, films as texts, and ethnographies.
Accessibility: Using multi-modal methods for classroom inclusion, we hope presenters and our final curricula will model how course content and texts can be made more accessible to diverse learners and the possibilities for increased creativity that disability orientated accessibility provides to all students.
Possible topics:
Disability Theory
*critical disability theory
*social theory of disability
Cross-cultural ethnographic comparisons
Critical disability theory and social theories of disability
Ethnographies
Disability History
Economics:
*historic and ongoing cost/benefit arguments for eugenics, Holocaust;
*Boas on need for diverse embodiments for "adaptive" societies
*employment
` *social security disability insurance, veterans, homeless, disincentives:
royalties and honoraria, marriage, etc.
*accommodations
*in-home care vs. institutionalization
Political/Law
*human rights, social justice, civil rights movements and disability
*identity politics and coalition building
*hierarchies of disability
*community organizing
*UN treaty
*legislation: ADA, other nations' laws, local vs. national, etc.
*critique of Euro-American centered disability identity-formation
*resistance and affirmation approaches
*Disability and prison populations: identified and non-identified
Socio-Environmental
*Inclusive/Universal Design
*Access and accommodations in school, work, home, medicine, recreation,
sexual activities, etc.
Education
*policies: government mandates
*cross-cultural comparisons across national borders
*mainstreaming vs. "special needs" classrooms vs. disability-grouped classroom
*IEPs: politics of, economics of, legal issues with
*linguistic accommodations; bilingualism in signed/spoken languages
*assistive personnel and assistive technologies
*multiple disabilities
*immigrant children with disabilities
Accessing necessary educational supports for children with disabilities
Navigating power relations in special education evaluations, determinations, and programming
Technologies
*assistive technologies
*assistive personnel (captioners, interpreters, revoicers, facilitated communicators)
*consumer-centered vs. developer-centered design
*cultural capital of assistive devices invented for disabled people now allow mass
connectivity: typewriter keyboard, voice recognition, videophone, etc.
technologies as tools for advocacy (self, family, etc.), awareness, and fundraising
Rehabilitation
*history of professionalization
*capitalizing on disability
*disability advocates push back
Cure or rehabilitation centered models and coping centered models
Disability creativity
*Theater/performance, dance, poetry, studio arts, photography
*Blind at the museum
*Theater, film, dance accommodations (audio description, captioning, etc)
Medicine
*pathologization and medicalizing of disability
*access and accommodation issues in clinical medicine
*iconic bioethical cases and disability
*Selective abortion (who decides what "counts" as desired fetus?)
*Selective physician-assisted suicide: who decides what counts as "quality of
life" and support care?
*End of life care and life support technologies, inequalities in access
Accessing healthcare supports and services
Disability and the lifespan
*aging and age-onset impairments
*temporary or life-long impairments
caregiving over the life span
financial planning over the lifespan
"Disability Awareness" and simulations and ethics
Disability and parenting
Parents making medical decisions for disabled children (cochlear implants, special diets, unauthorized treatments, etc.)
Impact on parent identity when caring for a child with a disability
Parental experiences of courtesy stigma
Disability and migration
Contact Information:
Devva Kasnitz, PhD
President, Society for Disability Studies, http://www.disstudies.org/
Devvaco Consulting/New Focus Partnerships
Coordinator, Disability Research Interest Group, Society for Medical Anthropology
Fellow, Society for Applied Anthropology
Committee on Minority Issues in Anthropology, American Anthropological Association
Listserv Manager, NAPA-OT Interest Group
EMAIL: <devva@earthlink.net>
Mailing Address:
1614 D St
Eureka, CA 95501
Voice: 707-443-1973
Cell Phone: 510-206-5767
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