Document Type
Article
Version
Author's Final Manuscript
Publication Title
Disability Studies Quarterly
Volume
34
Publication Date
2014
Abstract
We write collaboratively, as a recent graduate and long-time faculty member of a small women’s liberal arts college, about the mental health costs of adhering to a feminist narrative of achievement that insists upon independence and resiliency. As we explore the destabilizing potential of an alternative feminist project, one that invites different temporalities in which dis/ability emerges and may be addressed, we work with disability less as an identity than as a generative methodology, a form of relation and exchange. Mapping our own college as a specific, local site for the disabling tradition of “challenging women,” we move to larger disciplinary and undisciplining questions about the stigma of mental disabilities, traversing the tensions between institutionalizing disability studies and the field’s promise of destabilizing the constrictions of normativity.
Publisher's Statement
This article was published in the journal Disability Studies Quarterly and is available here: http://dsq-sds.org/article/view/4247/3599.
Citation
Dalke, Anne, and Clare Mullaney. "On Being Transminded: Disabling Achievement, Enabling Exchange." Disability Studies Quarterly 34.2 (2014).
Included in
Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, Liberal Studies Commons