RDS Volume 1, No. 1

Permanent URI for this collectionhttps://hdl.handle.net/10125/58055

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Review of Disability Studies: An International Journal Volume 1 Issue 2
(University of Hawaii at Manoa -- Center on Disability Studies, 2004)
Welcome to the second issue of The Review of Disability Studies: An International Journal. This issue includes a forum on “Postsecondary Education,” as well as research articles from a variety of fields, essays, commentary, and book reviews. Thank you to all of our subscribers for your support and patience as we establish ourselves as a new journal! We realize that the first two issues have been produced rather sporadically, and our aim is to produce four issues a year and to establish a regular publication schedule. All subscribers will receive four issues (a year’s subscription), regardless of when their subscription started. If you are not yet a subscriber and are viewing this issue online, note that this is the last issue of The Review of Disability Studies that will be available for free online. Our next and subsequent issues will require a subscriber password to access the online version of the journal (subscribers also receive a print edition). See the front cover of the journal for information about how to subscribe or go to www.rds.hawaii.edu. A final note, although there are several contributions from authors outside of the United States in this issue, our aim is to increase the international flavor of the journal. So let your friends and colleagues around the world know about the journal and encourage them to submit articles, essays, creative works and commentary. Submission guidelines can be found on the back cover of the journal and are also available at www.rds.hawaii.edu. So please, sit back and enjoy this issue of The Review of Disability Studies. The Editors, Robert A. Stodden, Megan A. Conway, Steven E. Brown
Academic Programs in Disability Studies
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Taylor, Steven J.
This article contains a listing of Disability Studies programs in North American Academic Institutions. The title "Disability Studies" has become popular and is sometimes used to refer to programs in clinical or instructional fields. The programs in this listing meet the following criteria: (1) the sponsoring university offers a four-year undergraduate degree or Master's or doctoral degrees; (2) the programs offer a formal academic program, including a degree, concentration, specialization, minor, major, or certificate in Disability Studies; (3) the programs include disability course work in non-clinical and non-instructional fields (e.g., the Humanities, Social Sciences, Literature, Law, Policy Studies, or the Visual or Performing Arts); and (4) information describing the programs can be found in written form or on a university web site. This listing does not include research or training centers that do not offer formal academic programs.
Still Celebrating Disability Culture: A Peek at the Annotated, Disability Culture Bibliography
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Brown, Steven E.
An update of the 2nd edition of my self-published annotated bibliography about disability culture.
Music Review: Angryfish, Eight Men Called No, and Barbed Wire and Pot-Holes
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Brown, Steven E.
REVIEWER: Steven E. Brown Available from www.angryfish.co.uk
Monograph Review: Celebrating Disability Arts, Music Review:Angryfish, Eight Men Called No, and Barbed Wire and Pot-Holes
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Brown, Steven E.
Monograph Title: Celebrating Disability Arts [Available free of charge from www.artscouncil.org.uk, in print and a variety of alternative formats]. PUBLISHER: Arts Council England COST: No Cost Music TITLE: Angryfish, Eight Men Called No, and Barbed Wire and Pot-Holes Available from www.angryfish.co.uk
Book Review: Disability and Culture: Universalism and Diversity (ICIDH-2 Series)
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Johnson, Jean
Disability and Culture: Universalism and Diversity (ICIDH-2 Series) EDITORS: T. Bedirhan Ustun, Somnath Chatterji, Jerome E. Bickenbach, Robert T. Trotter II, Robin Room, Jurgen Rehm, Shekhar Saxena PUBLISHER: Hogrefe & Huber Publishers, Seattle. Published on behalf of the World Health Organization, 2001. ISBN 0-88937-239-X. Library of Congress Catalog Card Number 00-105123. COST: $44.50 US
Book Review: Movie Stars and Sensuous Scars: Essays on the Journey from Disability Shame to Disability Pride
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Doe, Tanis
TITLE: Movie Stars and Sensuous Scars: Essays on the Journey from Disability Shame to Disability Pride AUTHOR: Steven E. Brown PUBLISHER: iUniverse, Inc. People with Disabilities COST: $17.95 US
Will the Next Generation Please Step Forward? A Legacy for the Next Generation of Troublemakers
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Conway, Megan A.
The author reflects on how several mentors, including the late Dr. David Pfeiffer, shaped her awareness of the Disability Rights Movement, her own identity, and the need for the next generation to carry forth the Movement.
Personal Reflections on Disability Culture
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Brown, Steven E.
Ten years ago, few of us knew what the phrase disability culture meant. Since then, there’s been a proliferation of articles, books and discussions about this concept. The author reflects on changes of the past decade.
From the Cripple-Power-Festival to Independence Days: Disability Culture in Germany
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Miles-Paul, Ottmar
The German cripple-power-festival is an initiative which promotes disability culture in Germany. The fourth festival of this kind took place in September 2003 as a part of the European Year of Disabled People. Ottmar Miles-Paul, a free-lance journalist based in Kassel, Germany provides insight about this initiative and the changes disability culture is making in the area of general disability politics in Germany.
The Difficulty with Deafness Discourse and Disability Culture
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Doe, Tanis
This paper addresses why the Deaf Culture stance is to distance itself from disability and how this divides rather than unifies communities in common. From the perspective of a member of both the Deaf World and Disability Culture, current discourses are considered and presented for discussion.
“I’ll Pick You Up By Your Back Brace and Throw You Like a Suitcase”: On Naming Discrimination Against Disability
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Weise, Jillian
What word is there for discrimination practiced against disability? In the following essay, I will explore—through personal narrative—incidents of discrimination in the academic, non-academic, and reader-text environments. Then I will discuss the various meanings of the word ableist and the importance of placing a name for discrimination against disability in the public domain.
On Deaf Ears: Disabled in Hollywood
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Medoff, Mark
A playwright/screenwriter reflects on two decades of pitching American Sign Language inflected stories at deaf Hollywood ears.
Disability, Identity, and Cultural Diversity
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Gilson, Stephen French; Depoy, Elizabeth
Eighteen disabled individuals, nine with disabilities present at birth and nine with acquired disabilities participated in tape recorded interviews lasting between 60 and 90 minutes. For this study, disabilities present at birth were defined as those disabilities identified or diagnosed by the age 5 years; acquired disabilities were those disabilities that occur after an individual's 5th birthday. Life stages were identified as: Middle Childhood/Adolescence (ages 8 years through 17 years); Beginning Adulthood/Young Adulthood (age 18 years through 34 years); and, Middle Adulthood/Later Adulthood (age 35 years and older). The mixed method design relying on semi-structured interview and inductive analysis was used to answer the following research questions: (a) what are the nature and scope of disability cultural identity articulated by informants; (b) and what differences in disability cultural identity are related to informant age, condition and onset? Five themes emerged from the transcripts: fitting in; disability wisdom; it's just what you do; I can do it despite what you say; and disability talk as shared interest versus talk as boring. None of these themes revealed cross disability identity. Despite being unable to answer the initial research questions in the manner anticipated, the data analysis provided important and challenging knowledge and implications for further inquiry and practice.
An Essay on the Beginnings of Disability Culture and Its Study
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Pfeiffer, David
The formal study of disability culture began around 1985. Steven Brown, the editor of this Forum, was the pioneer. Of the many indicators of the existence of a culture the first article in the field emphasized artifacts and language. Out of sometimes heated discussions of disability culture emerged disability pride. The concept of disability culture is a vital and important one today for the disability movement.
Disability Culture: A Decade of Change
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Brown, Steven E.
A reflection on the life of David Pfeiffer, why the Center on Disability Studies decided to begin this journal, and what we hope to achieve with it, leading into a forum about disability culture.
Tunes of Impairment: An Ethnomusicology of Disability
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Lubet, Alex
Tunes of Impairment: An Ethnomusicology of Disability contemplates the theory and methodology of disability studies in music, a sub-field currently in only its earliest phase of development. The article employs as its test case the field of Western art ("classical") music and examines the reasons for the near total exclusion from training and participation in music performance and composition by people with disabilities. Among the issues around which the case is built are left-handedness as a disability; gender construction in classical music and its interface with disability; canon formation, the classical notion of artistic perfection and its analogy to the flawless (unimpaired) body; and technological and organizational accommodations in music-making present and future.
Researching the Social Construction of Blindness
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Gordon, Beth Omansky
Research on blind people has been dominated by literature written from the perspectives of medicine, rehabilitation and psychology, focusing on disease and its effects, psychological aspects of blindness (grief and loss), adaptation and coping strategies, and employment. Blindness is positioned absolutely on the individual, as if it occurs in a social vacuum. This approach assumes that blindness is solely a medical event, and not a social process. One exception to this pattern is Scott's (1969) groundbreaking social constructionist approach to blindness and society. Scott's phrase "blind men (sic) are born, not made" emphasized the role of blindness workers in the socialization of blind people. Scott's work on the social construction of blindness has been built upon in the last decade by interdisciplinary blindness literature, strongly influenced by disability studies (e.g., Michalko, 1999, 2001, 2003; Kleege, 1999; Kudlick, 2002; French, 2001, 1999; 1993). This paper will analyze the contributions of this new literature, and highlight gaps which still exist within the literature on the experience of blindness both as an impairment and as a set of disabling social processes. In this context, I will briefly discuss my plan to do insider research with legally blind people. This paper asserts that doing social constructionist research on both impairment and disablement will help fill gaps in both the blindness and disability studies literature. My own research on blindness seems to be the first study in the United States which utilizes the British-born emancipatory social model of disability. By infusing this model into American blindness research I hope to contribute to the expanding international discourse on disability studies.
Slipping the Surly Bonds of the Medical/Rehabilitation Model In Expert Witness Testimony
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Murphy, Patricia A.
This essay asserts that the new academic discipline of disability studies challenges the medical/rehabilitation models of disability and that this challenge has an impact on expert witness testimony. This assertion is based on the author’s experience in a civil sexual assault trial involving a male resident of a group home facility assaulted by another male resident of the group home. The author was surprised to find that her status as a visiting professor in the new academic discipline of disability studies trumped the testimony of the clinical expert witnesses, including a licensed psychologist, a behavioral specialist, and a case manager.
Infusing Disability Studies into “Mainstream” Educational Thought: One Person’s Story
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Connor, David J.
The purpose of this article is to explore how ideas from disability studies can inform “mainstream” educational practice. In this autoethnographic narrative I describe a personal journey of planning, teaching, and evaluating a 3-hour “in service” presentation for high school principals. In my account of this event I alternate between a description of the content, my personal reflections, and participant reactions. I demonstrate how the content and format of this kind of presentation can serve as a formalized context for generating a much needed dialogue between disability studies and current practices in the field of education.

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