RDS Volume 8, No. 2

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    Disability Studies Dissertation Abstracts
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Erlen, Jonathon
    The information for this section of RDS is provided by Jonathon Erlen of the University of Pittsburgh. A full list of disability-related dissertation abstracts may be found at http://www.hsls.pitt.edu/guides/histmed/dissertations/
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    Book Review: Historicizing Fat in Anglo-American Culture
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Kirkland, Anna
    Title: Historicizing Fat in Anglo-American Culture Author: Edited by Elena Levy-Navarro Reviewer: Anna Kirkland, University of Michigan Publisher: Columbus, Ohio: The Ohio State University Press, 2010 ISBN: 0814211356 Hardcover: $49.95, 254 pages
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    Book Review: The Stress of Combat, the Combat of Stress: Changing Strategies Towards Ex-Service Men and Women
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Li, Katherine
    Title: The Stress of Combat, the Combat of Stress: Changing Strategies Towards Ex-Service Men and Women Author: Roy Brook Reviewer: Katherine Li Publisher: Eastbourne, UK: Sussex Academic Press, 2010 Cost: Hard Cover, $32.50; Soft Cover, $24.95 from Amazon. 344 pages ISBN: 978-1-84519-407-9
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    Conceptualizing the “Dis” of Our Abilities: A Heuristic Phenomenology
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Buffington-Adams, Jamie
    Social conceptions of disabilities rely on a positivist construction of a singular common normalcy which allows for the other-ing and subsequent devaluing of individuals who fall outside of that norm. Such devaluing and marginalization begins with and is evidenced in the very label disability and continues down a linguistically slippery slope of deviance and abnormalities until those being labeled as disabled can easily be conceived of as less than fully human. Nowhere, perhaps, is this phenomenon more poignantly played out than in schools, the very places that, ironically, purport to leave no child behind. Guided by the voice of a character living with cerebral palsy and through the auspices of a heuristic phenomenology, I describe how my students and I, as individuals labeled with disabilities, experience, understand, and negotiate our differences within the confines of an education system rife with the pressures of standardization. In doing so, I shed light on the ways in which standardization dehumanizes individuals with differences, and I attempt to recapture my students’ full humanity.
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    Education of Children with Disabilities as Constructed within a Russian Newspaper for Teachers
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Oreshkina, Maria J. ; Lester, Jessica Nina ; Judge, Sharon
    This study explored the ways in which the varied meanings of the education of children with disabilities were discursively constructed in a Russian newspaper for teachers, the Teacher’s Gazette. We identified three articles addressing issues related to children with disabilities. Based on our analysis, we identified the use of two broad discourses: special education as separate and special education as inclusive. In our discussion of the findings, we point to the importance of giving voice to children with disabilities and engaging with children with disabilities and their families in constructing new imaginings of what education might be.
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    Disability Studies and the Language of Mental Illness
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Aubrecht, Katie
    Much has been written about the dangers of mental illness, both by psychiatry as an empirical reality and by anti-psychiatry as a cultural category (Szasz, 1960). This paper considers how the language of mental illness, and more specifically, the discipline of psychiatry, structures how we relate to our everyday lives. I examine how the language of mental illness, and the psychiatric practices which have made this language possible, have conditioned the development of a disability studies community, culture and identity. This examination will involve a critical analysis of writing in the field of disability studies which illustrates the complex interconnections and interdependencies between self-identifying as a disabled person and rediscovering the aspects of oneself that have been stolen or stamped out by the imposition of a language of mental illness. This paper also aims to uncover some of the implicit assumptions about the nature of the relationship between language, culture, identity, and community.
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    Parental Chronic Illness: Current Limitations and Considerations for Future Research
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Anderson, J.W. ; Huth, Caitlin A. ; Garcia, Susan A. ; Swezey, Jennifer
    For the past fifty years, researchers investigating the impact of parental chronic illness or disability on the family have consistently noted the limited work in this area. Citations spanning several decades are included here to deliberately underscore this fact. The purpose of this article is to highlight this ongoing limitation, as well as a number of ongoing points of disagreement. To this end, issues of insufficient research, contested methodologies, assumptions of pathology, and the divided nature of existing research will be presented. Concerning the latter, for years, studies have appeared in two contradictory perspectives: those which view the families and children of chronically ill parents as at risk, and those who find these families and children developing normally despite profound, atypical stressors. These points seem mutually exclusive, but with current research it is difficult to determine how or where these distinctions occur.
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    Teacher Educators' Varied Definitions of Learning Disabilities
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Gabriel, Rachel ; Lester, Jessica Nina
    Research continues to demonstrate that the ways in which current federal and working definitions of “learning disability” (LD) are troubling for researchers, teachers, parents and students. We are therefore interested in how teacher educators present the dilemmas associated with learning disabilities to their students, and the discursive repertoires (Wetherell, 1998) that they deploy while discussing learning disabilities. We orient to the idea of learning disabilities as a troubled construct, with people deploying multiple, polarized metaphors and themes when attempting to make sense of the meaning and “realness” of an LD. Since teachers’ knowledge, skills, and mindsets prior to teaching have an impact on their actions and orientations as teachers (Brownlee, 2001, 2004; Brownlee, Purdie, & Boulton-Lewis, 2001), we argue it is paramount to investigate teachers’ first exposure to complex constructs such as learning disabilities, attending to ways in which it is described and made relevant in talk. As such, we present the findings from a qualitative study, situated within a critical discursive psychology framework (Wetherell, 1998), focused on the ways in which teacher educators who were responsible for formally introducing preservice teachers to the construct of LD discussed and defined learning disabilities.
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    Editorial: Dis Editorial
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Conway, Megan
    This is the editorial from Volume 8, Issue 2.
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    Review of Disability Studies: An International Journal Volume 8 Issue 2
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012)