Canadian Journal of Disability Studies
https://cjds.uwaterloo.ca/index.php/cjds
<p>The Canadian Journal of Disability Studies publishes peer-reviewed original articles that advance research in the multidisciplinary, international field of disability studies.</p> <p>All content is totally open access. The CJDS never charges any processing or publication fees, and is free and open to the public. This ensures that scholarship in the CJDS reaches the broadest possible audience, with no barriers for authors, institutions, or readers. The journal also advocates for Open Accessibility, ensuring that all content is fully accessible.<br><br>The journal embraces a wide range of methodologies and perspectives, values collaborative and cross-disciplinary work, community partnership, and creative approaches to scholarship.<br><br>Research in the Canadian Journal of Disability Studies will be of interest to scholars and students from across all academic disciplines, as well as anyone involved in disability arts, advocacy, community organization or policy. The journal foregrounds a critical disability studies perspective, committed to disability rights.</p> <p>Please consider registering as a reader to receive notifications and announcements.</p>CDSA-ACEIen-USCanadian Journal of Disability Studies1929-9192<p>There are no article processing or submission charges for CJDS authors.</p> <p>Author(s) are not required to assign their copyright in and to their article to the <em>Canadian Journal of Disability Studies</em>. Instead, The <em>CJDS</em> asks for one-time rights to print this original work.</p> <p>All articles in the journal are assigned a <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International</a> (CC BY-NC-ND 4.0) license.</p> <p><img src="http://ojsprd02.lib.uwaterloo.ca/index.php/cjds/management/settings/distribution//public/site/images/jdolmage/88x31.png" alt="" /></p> <p>Authors are asked to contact the journal Editor if they wish to post the article on any website; translate or authorize a translation of the article; copy or otherwise reproduce the article, in any format, beyond what is permitted under Canadian copyright law, or authorize others to do so; copy or otherwise reproduce portions of the article, including tables and figures, beyond what is permitted under Canadian copyright law, or authorize others to do so.</p> <p>Contacting the Editor will simply allow us to track the use and distribution of your article. We encourage use for non-commercial, educational purposes. </p> <p>Authors must provide proof of permission clearance prior to the publication of their work if they are including images or other materials that are not their own. Keep in mind that such clearance can at times be costly, and often takes time. The journal editor can often work with you to seek permissions if you need information, advice or assistance.</p>ADHD in higher education and academia
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1032
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>In this paper we explore our own experiences of barriers to learning and academic knowledge production in academia and higher education. Our analyses are based on our collective autoethnographical accounts from our own experiences of ADHD and higher education, with a particular focus on post graduate education and our experiences of ADHD peer support in academic knowledge production. In our analysis, we have distinguished between three different dimensions of academia for ADHD graduate students and faculty: as a place of structural violence and vulnerability; as enabling or disabling, and as a place for neurodivergent community formation. There are few ADHD-centered traditions of learning within education. By ADHD-centered we refer to perspectives within education and support informed by an ADHD insider-perspective. We therefore stress the possibilities of ADHD learning informed by the emerging field of critical ADHD studies.</p> </div> </div> </div>Hanna Bertilsdotter RosqvistLill HultmanSofia Österborg WiklundAnna NygrenPalle StormGreta Sandberg
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2023-11-292023-11-29123126“We need to take care of each other, and that's what this program was helping to do:” Disabled women’s experiences of the Ontario Basic Income Pilot
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1033
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>From 2018 to 2019, some 4,000 Ontario residents received money as part of the Ontario Basic Income Pilot (OBIP), a basic income experiment that ran in three municipalities across the province. Drawing on interviews with 15 disabled women who participated in the pilot, this paper mobilizes women’s stories about their lives before, during, and after basic income to critically explore income security policy through a feminist disability lens. Women’s experiences of OBIP reveal important insights about the complex relationship between poverty, debility, impairment, and disability, as well as how targeted income support programs sustain or challenge ableism. This study’s findings suggest that while basic income offered material benefits to disabled women that supported them to survive in an ableist world, it is not inherently immune to the challenges characterizing other income security programs (e.g., the Ontario Disability Support Program, or ODSP). Despite this, women’s stories offer a glimpse at how by offering a more adequate and less conditional income to participants, OBIP created space to practice resistance and imagine different disability futures.</p> </div> </div> </div>Chloe Halpenny
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2023-11-292023-11-291232758Never Tell a Psychopath They’re a Psychopath: Defamiliarizing the Queer Psychopath in Killing Eve
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1034
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>“Psychopath” is a highly contested culturally constructed category of knowledge that has deep and durable ties to queerness. Multiple scholars have explored these ties in psychiatric and legal discourse, as well as in popular media that frames psychopathy as synonymous with monstrosity. Few studies, however, have explored media representations of the queer psychopath as a distinctly psychiatric type. To address this gap, this article explores representations of the queer psychopath figure in BBC America’s hit television show Killing Eve (2018-2022). Rooted in historical and cultural analysis, the article documents close linkages between psychopathy and queerness during the twentieth century and explores Killing Eve’s recent engagements with the queer psychopath trope. Using the concept of defamiliarization, the article argues that Killing Eve disrupts queer psychopathy as a category of knowledge in three specific ways: (a) multiplying and dispersing non-normative sexualities and psychologies across numerous settings, (b) deploying same-sex desires as a mechanism for psychopathy’s undoing, and (c) destabilizing psychiatric authority and expertise. The article considers key inconsistencies within the show and concludes that Killing Eve actively – if unevenly – facilitates a reimagination of non-normative emotions, psychologies, and desires.</p> </div> </div> </div>Clare Sears
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2023-11-292023-11-291235985A rapid review informing an assessment tool to support the inclusion of lived experience researchers in disability research
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1035
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>Appreciating that progress is being made in terms of valuing researchers with lived experience in research about disability, far more efforts are nonetheless needed to redress ableism and to further advance inclusion. Addressing this policy issue, this rapid review aims to inform researchers with disability and their genuine allies about: a) scholarly discussions concerning the inclusion of researchers with lived experience of disability in lived experience led or co-produced disability research; and b) a practical disability research assessment tool to support this greater inclusion. The review was informed by thematic analysis as applied to 13 publications retrieved from a rapid review of ProQuest Central, Scopus, Education Source, Google Scholar and Google Chrome databases. An additional six publications were identified from peer suggestions and hand searches of citations. The three themes identified each inform about ways of including people with lived experience of disability in research about disability across respective areas of designing disability research, conducting disability research, and disseminating and evaluating disability research findings. This exploratory paper offers a preliminary, evidence-based assessment tool to help to include more researchers with lived experience of disability as leaders and co-producers of disability research.</p> </div> </div> </div>Damian Mellifont
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2023-11-292023-11-2912386109Are Students with LD Impacted by Online Learning Similarly to their Peers? An Investigation from an Expectancy Value Theory Lens
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1036
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>The increased use of online learning in postsecondary education has documented negative impacts for students that may be particularly pronounced for students with learning disabilities (LD). We collected data from 224 postsecondary students with (n = 44) and without LD during the Fall 2020 semester when nearly all post-secondary courses in Canada were being offered exclusively online. Using an Expectancy-Value Theory lens, we examined how students’ expectancy for success, value ascribed to an academic task, and potential costs were related to their satisfaction, academic achievement, and burnout. Moreover, we wanted to determine how students rated courses they completed before the switch to online learning because of the COVID-19 pandemic to their current courses in terms of expectancy, value, and cost. When considering courses completed after the shift to online learning to ones before, students with LD identified that they had lower expectancies to do well, and perceived their courses to have higher costs than their peers without LD. Moreover, for students with LD, academic achievement was associated with higher expectancy and cost, while burnout was also associated with higher cost, but lower expectancy. Ways to support students with LD during online learning are highlighted.</p> </div> </div> </div>Lauren D. GoeganDevon J. ChazanLia M. Daniels
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2023-11-292023-11-29123110136“Any sort of assessment that does not contain writing a multiple-page APA style essay, count me in”: Reflections on the use of playwriting assignment in a critical disability studies classroom
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1037
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>The use of art-based approaches in teaching critical disability studies can provide students with the opportunity and space to take creative risks and advance their critical thinking skills in ways that go beyond the traditional assignment. Anchored in a critical disability studies perspective, in this paper, instructors and students in a third-year level critical disability studies course share our reflections on a playwriting assignment aimed at highlighting the intersectional complexities and social processes of inequality embedded into older adults' experiences of disability.</p> </div> </div> </div>Alan S. MartinoBrenna McGillionAthina SpiropoulosErin AdamsNihal AhmedMaeve ButtsRuby ChaoMolly JohnsonKim LugayDestiny MeylerMelissa MillerEleni MoumosDanielle OlmsteadAngel OnuhSehar SamiCrystal SiewartAngelica Uy
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2023-11-292023-11-29123137162Enfants « Ingérables » et Chauffeur.Se.S Exploité.E.S : Croisements de Vulnérabilités Dans le Transport Scolaire Adapté des Élèves Autistes Dans la Région de Québec
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1038
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>Dans cet article, nous examinons les expériences croisées du transport scolaire adapté de chauffeur.se.s et d’élèves autistes dans la région de Québec. Notre article s’inscrit dans un contexte de crise de la scolarisation de ces élèves, alors qu’un nombre croissant sont considéré.e.s « non-scolarisables », « ingérables », ou « trop dérangeant.e.s » par les institutions scolaires québécoises et exclu.e.s partiellement ou entièrement des écoles. Basée sur des entretiens avec des chauffeur.se.s de la région de Québec, notre recherche s’intéresse à la production du handicap des élèves autistes dans le transport scolaire adapté. Nous ancrons notre analyse dans une compréhension du handicap comme émergent à travers des moments incarnés de rencontres avec différents espaces. Nous soulignons l’importance des conditions matérielles et sociales du véhicule (la vanne), par exemple le nombre élevé d’élèves transporté.es et le manque d’espace entre les sièges, dans la production d’expériences handicapantes. Nous nous intéressons au croisement entre ces expériences et celles des chauffeur.se.s, à qui revient la tâche difficile de conduire sécuritairement et de gérer des situations complexes à l’intérieur de la vanne. Nous examinons la façon dont la gestion souvent indifférente du transport scolaire adapté par les institutions scolaires nuit à la capacité d’action et d’intervention des chauffeur.se.s et mène à la non-reconnaissance de leurs rôles auprès des élèves. travers les conséquences de ce mode de gestion, le transport scolaire adapté devient un espace handicapant, ce qui peut fragiliser l’accès des élèves au transport et, ultimement, à l’école.</p> </div> </div> </div> </div> </div> </div>Marie-Eve Carrier-MoisanLaurence Simard-Gagnon
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2023-11-292023-11-29123163188« Nous devons lutter si fort pour défendre nos droits et ceux de nos proches » : Prendre soin d’une personne trans ou non binaire vivant avec une démence
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1039
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>Cet article rend compte des résultats empiriques d’une étude canadienne examinant les expériences des personnes qui prennent soin d’une personne trans ou non binaire vivant avec une démence. Dans une approche trans-affirmative, anticapacitiste, anti-âgiste et intersectionnelle, ces résultats comblent une lacune importante dans la littérature. Quatre entrevues narratives révèlent l’existence de caractéristiques uniques associées au rôle de proche aidant·e pour une personne trans ou non binaire vivant avec une démence, notamment en ce qui concerne l’investissement du rôle de proche aidant·e en raison de son propre statut marginalisé, la participation aux soins liés à l’identité et à l’expression de genre ainsi que l’expérience de multiples formes de discrimination spécifique. Des quatre proches aidant·es interviewé·es, trois étaient aussi trans ou non binaires, indiquant l’existence de parcours de soins liés à une identité marginalisée partagée. En plus des soins traditionnels spécifiques à la démence, les participant·es ont eu à accomplir des tâches liées au genre telles que les soins corporels genrés, le maintien du soi genré ainsi que la défense des intérêts et la planification de l’avenir en lien avec l’identité et l’expression de genre. Les proches aidant·es ont également dû faire face à de nombreuses formes de discrimination et de violence cisgenristes, âgistes et cogniticistes dirigées à la fois contre la personne trans ou non binaire vivant avec une démence et contre la personne qui assume le rôle de proche aidant·e elle-même. Cette discrimination réduit considérablement les options de soins, poussant les proches aidant·es à assumer davantage de responsabilités. L’article se conclut par des recommandations pratiques.</p> </div> </div> </div>Marjorie SilvermanAlexandre Baril
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2023-11-292023-11-29123189246Review of Finding Blindness: International Constructions and Deconstructions
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1040
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>Finding Blindness: International Constructions and Deconstructions is edited by David Bolt, who contributed to the volume in Introduction: Cultural Stations of Blindness: From Ignorance to Understandings and the last chapter of the book, Revisiting Ruins of Blindness: A Sketched Out Silhouette. This collection consists of sixteen writings about the cultural station of blindness explored from international perspectives and utilizing different methods. As the title suggests, each piece critically analyzes and engages with the cultural interpretation of blindness and cultural contexts in which a specific meaning of blindness is constructed.</p> </div> </div> </div>Yoonmee Han
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2023-11-292023-11-29123247252Review of Diminished Faculties
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1041
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>In Diminished Faculties: A Political Phenomenology of Impairment, Jonathan Sterne shares his experience with vocality after experiencing a paralyzed vocal cord from thyroid cancer. Sterne grapples with his changing voice and his positionality toward disability while trying to make sense of these experiences through impairment phenomenology, a novel approach used in disability studies. This book was not meant to be organized in a traditional way as it lacks a proper introduction and conclusion. Rather, in each chapter, Sterne integrates personal reflections, blog posts, theories, and artistic pieces to develop impairment phenomenology.</p> </div> </div> </div>Cinzia Di Placido
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2023-11-292023-11-29123253257Review of Blind in Early Modern Japan: Disability, Medicine, and Identity
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1042
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>Blind in Early Modern Japan: Disability, Medicine, and Identity by Wei Yu Wayne Tan is a recent addition to the Corporealities series edited by David T. Mitchell and Sharon L. Snyder. Tan’s slender but ambitious monograph tackles the subject of blindness in premodern Japan, and more specifically, the Tokugawa period (1600-1868), which roughly coincides with the early modern period in European history. It asks “what did it mean to be blind in Tokugawa society?” and the response will be of interest to early modernists, scholars of disability history, and experts on Tokugawa Japan.</p> </div> </div> </div>Adleen Crapo
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2023-11-292023-11-29123258263Review of Four Plays about Disability
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1043
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>Richard III, The Glass Menagerie, The Elephant Man, Children of a Lesser God, and The Curious Incident of the Dog in the Night-time are all examples of plays in which disabled characters play prominent roles. But, as James MacDonald notes in his introduction to the last play of this collection, Cripplegate, “[p]lays about disability by disabled authors have been few and relatively unheralded” (p. 187). MacDonald’s lived experience as a disabled person is disclosed in the collection's foreword; and it is this disclosure, in combination with MacDonald’s framing of disability in his plays, that distinctly set Four Plays about Disability apart from some of the more well-known plays above that rely on disabled characters–and, importantly, tropes about disability–to move their stories forward.</p> </div> </div> </div>Daniel Freeman
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2023-11-292023-11-29123264271Review of Metanarratives of Disability: Culture, Assumed Authority, and the Normative Social Order
https://cjds.uwaterloo.ca/index.php/cjds/article/view/1044
<div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>Metanarratives of Disability opens discussion and understandings around cultural, theoretical, and lived experience perspectives of disability. The critical concepts of assumed authority and the normative social order are introduced and investigated alongside multiple metanarratives of disability; that is the dominant social meanings attributed to specific impairments or conditions. Intimate experiential examples of how these pervade real-life situations are shared by the authors, giving deeper meaning to why critical and intrapersonal engagement with these concepts matters.</p> </div> </div> </div>Nina Worthington
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2023-11-292023-11-29123272278