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[Dis]ableing the Race to the Top

by Kathleen M. Collins & Joseph Valente - June 17, 2010

The authors present the notion of [dis]ableing as way of making visible the presence and limiting effects of ability-normative thinking. Ability-normative thinking, they argue, reflects the dominant, taken-for-granted assumption that human beings have similar physical, emotional, and psychological resources and capacities, that everyone uses these capacities to engage in the world in a similar manner, and that human experience and understanding of a given phenomenon is similar. In this commentary they briefly introduce [dis]ableing and demonstrate its usefulness in uncovering the influences of ability-normative thinking through a snapshot analysis of discourses pertaining to the Race to the Top.

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Cite This Article as: Teachers College Record, Date Published: June 17, 2010
https://www.tcrecord.org ID Number: 16020, Date Accessed: 9/19/2021 12:49:52 PM

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About the Author
  • Kathleen Collins
    The Pennsylvania State University
    E-mail Author
    KATHLEEN M. COLLINS is an Assistant Professor of Language, Culture and Society in the College of Education at The Pennsylvania State University, University Park. Her program of research examines the contextual factors, interactional processes and literacies that contribute to appearance of dis/ability in educational settings. She is the author of Ability Profiling and School Failure: One Child’s Struggle to be Seen as Competent (2003, Routledge) and her work has appeared in Urban Education, Language, Speech, and Hearing Services in Schools, Learning Disabilities Quarterly, and English Journal.
  • Joseph Valente
    The Pennsylvania State University
    E-mail Author
    JOSEPH MICHAEL VALENTE is an Assistant Professor of Early Childhood Education and affiliate faculty in the Disability Studies program at Pennsylvania State University. He is the author of the forthcoming autobiographical-novel and autoethnography d/Deaf and d/Dumb: A Portrait of a Deaf Kid as a Young Superhero to be published by Peter Lang in the Disability Studies in Education Series. Currently he is co-Principal Investigator of a Spencer Foundation funded international comparative ethnographic study of kindergartens for the deaf.
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