Résumés
Abstract
This article explores what it means to include intellectual disability (ID) in philosophical discourse and in the philosophy classroom. Taking Audre Lorde’s claim that “the master’s tools will never dismantle the master’s house” as a starting point, it asks how certain forms of cognitive ableism have excluded ID from the “philosopher’s house.” Drawing upon Michel Foucault’s work as a theoretical framework, part one critically examines the ways that ID has been included, excluded, and constructed within philosophical discourse. Part two then considers what it would mean for ID and people with an ID to be included in the philosophy classroom. It offers some examples of how the work in disability studies, philosophies of disability, and philosophy of art can lead to a more inclusive and transformative pedagogy that will generate new critical questions and expand our philosophical dwelling places.
Parties annexes
Bibliography
- Alcoff, L. (1991). “The problem of speaking for others.” Cultural Critique, 20, 5–32.
- Alper, M. (2017). Giving voice: Mobile communication, disability, and inequality. MIT Press.
- Alperson, P. (2009). “Facing the music: Voices from the margins.” Topoi, 28, 91–96.
- Arc. (2020). “Applying HHS’s guidance for states and healthcare providers on avoiding disability-based discrimination in treatment rationing.” http://thearc.org/wp-content/uploads/2020/04/Guidance-to-States-Hospitals_FINAL.pdf.
- Bérubé, M. (2016). The secret life of stories: From Don Quixote to Harry Potter, how understanding intellectual disability transforms the way we read. New York University Press.
- Carlson, L. (2001). “Cognitive ableism and disability studies: Feminist reflections on the history of mental retardation.” Hypatia (special issue on feminism and disability, part 1), 16(4), 124–146.
- Carlson, L. (2005). “Docile bodies, docile minds: Foucauldian reflections on mental retardation.” In S. Tremain (Ed.), Foucault and the government of disability (pp. 133–152). University of Michigan Press.
- Carlson, L. (2009). The faces of intellectual disability: Philosophical reflections. Indiana University Press.
- Carlson, L. (2013). “Musical becoming: Intellectual disability and the transformative power of music.” In M. Wappett and K. Arndt (Eds.), Foundations of disability studies (pp. 83–103). Palgrave Macmillan.
- Carlson, L. (2015). “Music, intellectual disability, and human flourishing.” In B. Howe, S. Jensen-Moulton, N. Lerner, and J. Straus (Eds.), The Oxford handbook of music and disability studies (37–53). Oxford University Press.
- Carlson, L. (2016a). “Feminist approaches to cognitive disability.” Philosophy Compass, 11(10), 541–553.
- Carlson, L. (2016b). “Encounters with musical others.” In P. Costello and L. Carlson (Eds.), Phenomenology and the arts (pp. 235–252). Lexington Press.
- Carlson, L. (2019a). “On moral status and intellectual disability: Challenging and expanding the debates.” In D. Wasserman & A. Cureton (Eds.), The Oxford Handbook of Philosophy and Disability.
- Carlson, L. (2019b). “What is ‘quiet’ about the new eugenics?” Journal of Policy and Practice in Intellectual Disabilities, 16(2), 127–129.
- Crary, A. (2016). Inside ethics: On the demands of moral thought. Harvard University Press.
- Dolmage, J. T. (2017). Academic ableism: Disability and higher education. University of Michigan Press.
- Erevelles, N. (2000). “Educating unruly bodies: Critical pedagogy, disability studies, and the politics of schooling.” Educational Theory, 50(1).
- Foucault, M. (1978). The history of sexuality (vol. 1). Vintage Books.
- Foucault, M. (1979). Discipline and punish: The birth of the prison. Vintage Books.
- Foucault, M. (1984). The birth of the clinic: An archaeology of medical perception. New York: Vintage Books.
- Foucault, M. (1998). “Structuralism and post-structuralism.” In P. Rabinow (Ed.), Michel Foucault: Aesthetics, method, and epistemology (pp. 433–458). New Press.
- Foucault, M. (2006). The history of madness (J. Murphy, Trans.). Routledge.
- Gabbard, C. (2010), November 7. “A life beyond reason.” Chronicle of Higher Education.
- Gabbard, C. (2020). A life beyond reason: A father’s memoir. Beacon Press.
- Garland Thomson, R. (2012). “The case for conserving disability.” Journal of Bioethical Inquiry, 9, 339–355.
- Hall, M. C. (2016). The bioethics of enhancement: Transhumanism, disability, and biopolitics. Lexington Books.
- Kaposy, C. (2018). Choosing Down syndrome: Ethics and new prenatal testing technologies. MIT Press.
- Kittay, E. F. (1999). Love’s labor: Essays on women, equality, and dependency. Routledge.
- Kittay, E. F. (2005). “At the margins of moral personhood.” Ethics, 116, 100–131.
- Kittay, E. F. (2019). Learning from my daughter: The value and care of disabled minds. Oxford University Press.
- Kittay, E. F. (2020). “People with disabilities are at a disadvantage when scarce medical resources are allocated.” STAT. https://www.statnews.com/2020/04/29/people-disabilities-disadvantage-covid-19-scarce-medical-resources.
- Kittay, E. F., and Carlson, L., eds. (2010). Cognitive disability and its challenge to moral philosophy. Wiley-Blackwell Press.
- Kleege, G. (1999). Sight unseen. Yale University Press.
- Lorde, A. (1984). “The master’s tools will never dismantle the master’s house.” In A. Lorde, Sister outsider: Essays and speeches by Audre Lorde (pp. 110–113). Crossing Press.
- Ne’eman, A. (2020). “I will not apologize for my needs.” New York Times. https://www.nytimes.com/2020/03/23/opinion/coronavirus-ventilators-triage-disability.html.
- O’Donnovan, M. (2010). “Cognitive diversity in the global academy: Why the voices of persons with cognitive disabilities are vital to intellectual diversity.” Journal of Academic Ethics, 8, 171–185.
- Price, M. (2011). Mad at school: Rhetorics of mental disability and academic life. University of Michigan Press.
- Silvers, A. (2000). “From the crooked timber of humanity, beautiful things can be made.” In P. Z. Brand (Ed.), Beauty matters (pp. 197–221). Indiana University Press.
- Simplican, S. C. (2015). The capacity contract: Intellectual disability and the question of citizenship. University of Minneapolis Press.
- Taylor, A. (2018). “Knowledge citizens? Intellectual disability and the production of social meanings within educational research.” Harvard Educational Review, 88(1), 1–25.
- Tremain, S. (2008). “The biopolitics of bioethics and disability.” Bioethical inquiry, 5, 101–106.
- Tremain, S. (2017). Foucault and feminist philosophy of disability. University of Michigan Press.
- Tremain, S., ed. (2015). Foucault and the government of disability. University of Michigan Press.
- Vorhaus, J. (2006). “Respecting profoundly disabled learners.” Journal of Philosophy of Education, 40(3).
- Vorhaus, J. (2014). “Philosophy and profound disability: Learning from experience.” Disability and Society, 29(4).