The Possibility of a Disability Studies in Education Continuing Education Course: A Deleuzoguattarian Stratoanalysis

Kai Rands, James Sheldon

Abstract


Disability Studies in Education (DSE) questions deficit-based views of disability, the notion that disability resides within individuals, and technologies of disablement. As teacher educators, Rands and Sheldon used qualitative document analysis to investigate the feasibility of teaching a DSE-based continuing education course using a particular online platform. The theoretical framework for interpreting the findings drew on Gilles Deleuze and Félix Guattari’s concepts of stratoanalysis and double articulation, learning and common sense, lines of flight, as well as Michael Warner’s conceptualization of publics and counterpublics. Overall, rather than taking on a form of expression that aligns with DSE-based views of disablement, the course documents reinforce oppressive dominant views of disability. The documents revealed several constraining aspects of the infrastructure that, in combination, made teaching a DSE-based course unlikely. Although there is considerable potential for using virtual platforms for reaching teachers who do not have access to traditional university-based courses, this study offers a cautionary note to teacher educators considering partnering with third-party companies. However, the study also offers inspiration for those seeking to develop DSE-based courses; by engaging with the problematic nature of an existing platform, it is possible to embark on lines of flight and design courses that better match DSE notions.


Keywords


Dis/Ability; Curriculum; online courses; continuing education

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

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