The ‘Othered’ Sister: Family Secrets, Relationships, and Society
Main Article Content
Keywords
auto-ethnography, disability, normalcy
Abstract
Through auto-ethnography, the intersection between family culture and a hegemonic culture of normalcy is explored. One sister’s investigation of disability, as manifested through shared family secrets, acts of resistance against the public stare, segregation and isolation, and notions of incompetence, unveil evidence of historical oppressive practices.
References
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Bullough, R.V. Jr., & Gitlin, A. (1995). Becoming a student of teaching: Methodologies for exploring self and school context. New York: Garland Publishing Incorporated.
Bullough, R.V. Jr., & Pinegar, S. (2001). Guidelines for quality in auto-biographical forms of self-study research. Educational Researcher, 30(3), 13-21.
Charlton, J.I. (2000). Nothing about us without us: Disability oppression and empowerment. Los Angeles: University of California Press.
Conner, D.J., Gabel, S.L., Gallagher, D.J., & Morton, M. (2008). Disability studies and inclusive education – implications for theory, research, and practice. International Journal of Inclusive Education, 12(5-6), 441-457.
Couser, G.T. (2006). Disability, narrative, and representation. In L. J. Davis (Ed.), The disability studies reader (pp. 3-16). New York: Taylor and Francis Group LLC.
Davis, L. J. (2006a). Constructing normalcy: The bell curve, the novel, and the invention
of the disabled body in the nineteenth century. In L. J. Davis (Ed.), The disability studies reader (pp. 257-274). New York: Taylor and Francis Group LLC.
Davis, L. J. (2006b). The end of identity politics and the beginning of dismodernism: On disability as an unstable category. In L. J. Davis (Ed.), The disability studies reader (pp. 231-242). New York: Taylor and Francis Group LLC.
Duarte, F. (2007). Using autoethnography in the scholarship of teaching and learning: Reflective practice from the ‘other side of the mirror’. International Journal for the Scholarship of Teaching and Learning, 1(2), 1-11. Retrieved from http://www.georgiasouthern.edu/ijsotl
Edgerton, R.B. (1993). The Cloak of Competence. Berkley: University of California Press.
Education for All Handicapped Children Act (1975). 20 U.S.C. 1401.
Eiesland, N. (1994). The disabled God: Toward a liberatory theology of disability. Nashville: Abingdon Press.
Ferri, B. A. (2008). Changing the script: Race and disability in Lynn Manning’s Weights. International Journal of Inclusive Education, 12(5-6), 497-509.
Fine, M. (1994 ). Working the hyphens: Reinventing self and Other in qualitative research. In N. Denzin and Y. Lincoln (Eds.), Handbook of Qualitative Research, (pp. 70-82). Newbury Park, CA: Sage.
Gable, S.L., & Danforth, S. (2008). Disability and the politics of education: An international reader. New York: Peter Lang.
Garland-Thompson, R. (2006). Integrating disability, transforming feminist theory. In L. J. Davis (Ed.), The disability studies reader (pp. 257-274). NY: Taylor and Francis Group LLC.
Hall, S. (1991). Ethnicity, identity, and difference. Radical America, 3, 9-22.
Hamilton, M.L., Smith, L. & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study and auto-ethnography. Studying Teacher Education, 4(1), 17-28.
Jenkins, R. (Ed.). (1999). Questions of competence: Culture, classification and intellectual disability. Cambridge: Cambridge University Press.
Jones, M. M. (2004). Whisper writing: Teenage girls talk about ableism and sexism in school. New York: Peter Lang Publishing.
LeCompte, M.D. (1993). A framework for hearing silence: What does telling stories mean when we are supposed to be doing science? In D. McLaughlin and W.M. Tierney (Eds.). Naming silenced lives: Personal narratives and the process of educational change (pp. 9-27). New York: Routledge.
Mezirow, J. (1997). Transformative learning: Theory to practice, New Directions for Adult and Continuing Education, (74), 5-12.
Russell, M. (1994). Malcolm teaches us, too. In S. Shaw (Ed.). The Ragged Edge: The Disability Experiences from the Pages of the First Fifteen Years of the Disability Rag (pp. 11-14). Louisville: Avocado Press.
Sapon-Shevin, M. (1999). Because we can change the world: A practical guide to building cooperative, inclusive classroom communities. Boston: Allyn and Bacon.
Sapon-Shevin, M. (2003). Inclusion: A matter of social justice. Educational Leadership, 61(2), 25-28.
Simmons, B., Blackmore, T., & Bayliss, P. (2008). Postmodern synergistic knowledge creation: Extending the boundaries of disability studies. Disability and Society, 23(7), 733-745.
Terzi, L. (2004). The social model of disability: A philosophical critique. Journal of Applied Philosophy, 21(2), 141-157.
Wendell, S. (2006). Toward a feminist theory of disability. In L. J. Davis (Ed.), The disability studies reader (pp. 243-256). New York: Taylor and Francis Group LLC.
Willis, P.E. (1977). Learning to labour: How working class kids get working class jobs. Westmead, Farnborough, Hants, England: Saxon House.
Winzer, M.A. (2002). The history of special education: From isolation to integration. Washington, D.C: Gallaudet University Press.
Yell, M.L., Rogers, D., Rogers, E.L. (1998). The legal history of special education: What a long, strange trip it’s been! Remedial and Special Education, 19(4), 219-228.
Bullough, R.V. Jr., & Gitlin, A. (1995). Becoming a student of teaching: Methodologies for exploring self and school context. New York: Garland Publishing Incorporated.
Bullough, R.V. Jr., & Pinegar, S. (2001). Guidelines for quality in auto-biographical forms of self-study research. Educational Researcher, 30(3), 13-21.
Charlton, J.I. (2000). Nothing about us without us: Disability oppression and empowerment. Los Angeles: University of California Press.
Conner, D.J., Gabel, S.L., Gallagher, D.J., & Morton, M. (2008). Disability studies and inclusive education – implications for theory, research, and practice. International Journal of Inclusive Education, 12(5-6), 441-457.
Couser, G.T. (2006). Disability, narrative, and representation. In L. J. Davis (Ed.), The disability studies reader (pp. 3-16). New York: Taylor and Francis Group LLC.
Davis, L. J. (2006a). Constructing normalcy: The bell curve, the novel, and the invention
of the disabled body in the nineteenth century. In L. J. Davis (Ed.), The disability studies reader (pp. 257-274). New York: Taylor and Francis Group LLC.
Davis, L. J. (2006b). The end of identity politics and the beginning of dismodernism: On disability as an unstable category. In L. J. Davis (Ed.), The disability studies reader (pp. 231-242). New York: Taylor and Francis Group LLC.
Duarte, F. (2007). Using autoethnography in the scholarship of teaching and learning: Reflective practice from the ‘other side of the mirror’. International Journal for the Scholarship of Teaching and Learning, 1(2), 1-11. Retrieved from http://www.georgiasouthern.edu/ijsotl
Edgerton, R.B. (1993). The Cloak of Competence. Berkley: University of California Press.
Education for All Handicapped Children Act (1975). 20 U.S.C. 1401.
Eiesland, N. (1994). The disabled God: Toward a liberatory theology of disability. Nashville: Abingdon Press.
Ferri, B. A. (2008). Changing the script: Race and disability in Lynn Manning’s Weights. International Journal of Inclusive Education, 12(5-6), 497-509.
Fine, M. (1994 ). Working the hyphens: Reinventing self and Other in qualitative research. In N. Denzin and Y. Lincoln (Eds.), Handbook of Qualitative Research, (pp. 70-82). Newbury Park, CA: Sage.
Gable, S.L., & Danforth, S. (2008). Disability and the politics of education: An international reader. New York: Peter Lang.
Garland-Thompson, R. (2006). Integrating disability, transforming feminist theory. In L. J. Davis (Ed.), The disability studies reader (pp. 257-274). NY: Taylor and Francis Group LLC.
Hall, S. (1991). Ethnicity, identity, and difference. Radical America, 3, 9-22.
Hamilton, M.L., Smith, L. & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study and auto-ethnography. Studying Teacher Education, 4(1), 17-28.
Jenkins, R. (Ed.). (1999). Questions of competence: Culture, classification and intellectual disability. Cambridge: Cambridge University Press.
Jones, M. M. (2004). Whisper writing: Teenage girls talk about ableism and sexism in school. New York: Peter Lang Publishing.
LeCompte, M.D. (1993). A framework for hearing silence: What does telling stories mean when we are supposed to be doing science? In D. McLaughlin and W.M. Tierney (Eds.). Naming silenced lives: Personal narratives and the process of educational change (pp. 9-27). New York: Routledge.
Mezirow, J. (1997). Transformative learning: Theory to practice, New Directions for Adult and Continuing Education, (74), 5-12.
Russell, M. (1994). Malcolm teaches us, too. In S. Shaw (Ed.). The Ragged Edge: The Disability Experiences from the Pages of the First Fifteen Years of the Disability Rag (pp. 11-14). Louisville: Avocado Press.
Sapon-Shevin, M. (1999). Because we can change the world: A practical guide to building cooperative, inclusive classroom communities. Boston: Allyn and Bacon.
Sapon-Shevin, M. (2003). Inclusion: A matter of social justice. Educational Leadership, 61(2), 25-28.
Simmons, B., Blackmore, T., & Bayliss, P. (2008). Postmodern synergistic knowledge creation: Extending the boundaries of disability studies. Disability and Society, 23(7), 733-745.
Terzi, L. (2004). The social model of disability: A philosophical critique. Journal of Applied Philosophy, 21(2), 141-157.
Wendell, S. (2006). Toward a feminist theory of disability. In L. J. Davis (Ed.), The disability studies reader (pp. 243-256). New York: Taylor and Francis Group LLC.
Willis, P.E. (1977). Learning to labour: How working class kids get working class jobs. Westmead, Farnborough, Hants, England: Saxon House.
Winzer, M.A. (2002). The history of special education: From isolation to integration. Washington, D.C: Gallaudet University Press.
Yell, M.L., Rogers, D., Rogers, E.L. (1998). The legal history of special education: What a long, strange trip it’s been! Remedial and Special Education, 19(4), 219-228.
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Sep 17, 2014
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Author Biography
Melissa M. Jones, Associate Professor, Special Education, Northern Kentucky University
Melissa M. Jones, PhD, Associate Professor of Special Education at Northern Kentucky University, received her PhD in Educational Leadership at Miami University in Oxford, Ohio. Over the years she has had the good fortune of working and collaborating with individuals with disabilities and their families as a teacher, supervisor, consultant, professor, and advocate for building inclusive communities. She is the author of Whisper Writing: Teenage Girls Talk About Ableism and Sexism in School (2004).