Whiteness and Ability: Discourses in Disability History Curriculum Legislation

Author:

Mueller Carlyn O.1ORCID,Beneke Margaret R.2

Affiliation:

1. University of Wisconsin-Madison, USA

2. University of Washington, Seattle, USA

Abstract

This Policy Discourse Analysis (PDA) explores 19 state legislative documents focused on the teaching of disability history in K-12 schools. Framed through critical perspectives on constructions of disability and race, alongside discourse theory, we iteratively analyzed these legislative documents to understand (a) how disability and disability history are constructed (particularly in relation to whiteness); and (b) the stated purpose of the legislation and who is meant to benefit materially as a result of the laws. We find the legislation upholds dominant notions of whiteness and ability as part of school curriculum, while simultaneously constructing disability history as in the past and disability justice as already achieved, centering the learning and awareness of white, nondisabled students. We offer discussion and implications for research and practice surrounding policy implementation of teaching disability history.

Publisher

SAGE Publications

Subject

Education

Reference107 articles.

1. ACR-162. (2010). Asemb. Con. Res. 162, 2009-2010, Reg. Sess. (Ca. 2010).

2. Akbar A. A., Ashar S. M., Simonson J. (2021). Movement law. Stanford Law Review, 73, 821. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3735538

3. Reconstructing Policy in Higher Education

4. Advancing Social Justice with Policy Discourse Analysis

5. DisCrit Classroom Ecology: Using praxis to dismantle dysfunctional education ecologies

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