May’s Disability Research Forum session

Our next Disability Research Forum session will take place on Tuesday, 23rd May 2017 at 1:30-3:30pm. Location to be announced.

Our first speaker will be Lindsay Miller

A dis-ordered refusal to be healthy: Messing up ideological purity & disciplines as violence

This talk, which is part of a larger PhD project that has just begun but that is ultimately untimely, aims to get us in deep trouble – through unsettling positionality – in order to dis-order shallow, clean, rigorous disciplinary modes of thinking connected to the bordering and ordering of security regimes (border imperialism) concerned with maintaining, largely through an imperialistic act of hiding, ideological purity connected to anormative, regulative production of truthful universal knowledge (Halberstam, 2015; Walia, 2013). I, like John Law in After Method (2004), “want to move from the moralist idea that if only you do your methods properly you will lead a healthy research life.” The imperative to heal, to be healthy, to be well, and the categorization and measurement thereof, will be exposed as restraining the possibility of other >>risky, unbecoming<< ways of living. What if we are unable, unwilling, or outright refuse to heal? What if healing, being read as healthy, requires a reintegration into the very structures that are responsible for the original violence? What, then, is made possible by such a refusal? And is this risk one worth taking?

Lindsay Miller is a first-year PhD student in the School of Education at the University of Sheffield. Currently studying the entanglements of border imperialism, psychiatric imperialism, and the huMan – especially as they emerge within and are legitimating forces of settler colonialism – their studies refuse allegiance to a disciplinary category and also refuse the perceived border between theory&practice. @praxivist

Our second speaker will be Michael Miller

Re: Forms of disruption, discipline, and disability

This paper considers forms of reform, broadly, and disciplinary reform more specifically related to efforts in changing conceptions of disability, and disabled people, in the classroom and wider ableist society. Recognizing that in-class disruptions are considered threats to a wider order and serve as justifications for discipline, how can we otherwise consider the classroom in relation to these events and students, recognizing the refusal and opportunity in the disruptions? Further, I want to think about how we might all think about these ‘events’ as discontinuous happenings within a structurally ongoing violence.

The classroom is an assertion of a naturalized order – with an Other just as necessary to a Normative Self as the institution of Education is to a Normative World. This paper, as an aspect of my PhD research, will think specifically about the distinguished, intertwined categorizations of students who cannot/will not fit compulsory expressions (Erevelles 2014). A question further than recognition and subversion that I am asking is: What if we changed our thinking of radical reforms beyond measures of temporary relief to facets of a structurally violent society, to considering how reforms actually serve the institutions they are enacted to erode (Ferguson 2012)?

Michael Miller is a PhD student at the University of Sheffield in the School of Education. Primarily focused in critical disability studies, Michael is thinking about and further developing their own (in)comprehensions of discontinuities of violence in/as education, asking what a crip refusal to reformative policies might become. @no_michael_ 


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