Special Issue: Disability Studies in Education



The right of disabled people to quality inclusive education has been formally recognized by Canada within the UN Convention on the Rights of Persons with Disabilities. Yet, symbolic and institutional governance, violence, exclusion, and oppression continue to be reproduced by educational systems. Rather than education, these systems often recruit disabled students, educators and families into regimes that ‘fix’ disability not as a social problem, but an individual problem of broken bodies and minds in need of remediation.

We invite submissions that innovate theoretical and methodological approaches to disability in education from diverse fields including, for examples, social sciences, social justice education, Indigenous studies, humanities, women, gender and sexuality studies and fine or media arts. This means understanding disability as a political, cultural and social category, and education as a phenomenon that occurs within and beyond formal institutions of schooling.

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Current Issue

Vol 8 No 4 (2019): Survivals, Ruptures, Resiliences: Perspectives from Disability Scholarship, Art and Activism

This special issue of the Canadian Journal of Disability Studies (CJDS) includes 18 original works that critically examine survival and resilience as socio-political phenomena. The volume of contributions in this issue suggest the complexities of survival and resilience are important current considerations for critical disability studies scholarship and praxis. Drawing on interdisciplinary disability and mad studies perspectives, and a wide range of methodologies, including autoethnography, poetry, photography, art, commentary, as well more traditional academic methods for sociological and social-geographical, genealogical, and geopolitical analysis, these works expose, resist and rupture unexamined relations to difference and adversity.

Published: 2019-07-01




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