School
of Professional Studies
City
University of New York
Embodiment
& Disability (DSAB
602)
Spring
2010
Instructor:
Beth A. Haller, Ph.D.
CUNY
Graduate Center, 365 Fifth
Avenue
Contact:
bhaller@comcast.net or bhaller@towson.edu
Get
to know me online:
Course Materials:
- Claiming Disability: Knowledge & Identity by Simi Linton (NYU Press, 1998)
- Nothing about Us Without Us: Disability Oppression & Empowerment by James Charlton (University of California Press, 2000).
- The Curious Incident of the Dog in the Nighttime by Mark Haddon (Random House, 2003). Read by Feb. 20.
- Other readings will be available online or as handouts (You will need access to a printer to print out many of the readings, if you don’t like to read online.)
- You will
select ONE of the following books for the final project. (You may
purchase or check out of the library.)
- Anne Finger, Past Due (Seal Press, 1990). (Out of print, but easily obtained at a low price from Amazon.com.)
- Kenny Fries, Body, Remember (Dutton, 1997).
- Terry Galloway, Mean Little Deaf Queer (Beacon, 2009).
- Temple Grandin, Thinking in Pictures (Doubleday, 1995).
- Simi Linton, My Body Politic. (University of Michigan Press, 2006).
- Robert F. Murphy, The Body Silent (W.W. Norton, 1987).
- Elyn Saks, The Center Cannot Hold: My Journey Through Madness (Hyperion, 2007).
Course
Description
This course focuses on issues related to
embodiment and the biological, medical and social aspects of disability.
Subjects studied include:
·
The relationship
between disability empowerment, identity and disability studies;
·
The difference between
an understanding of the disabled body as a social construction and as a medical
problem;
·
Stigma and the
“normate”;
·
Mediated bodies – the
impact of cultural and media representations of the experience of disability;
·
Engagement with
Disability Studies as a discipline;
·
Disability oppression
and societal threats to people with disabilities;
·
Body politics and the
lived experience of disability; and
·
“Hidden” embodiment.
Goals
The Master of Arts in
Disability Studies and Certificate in Disability Studies introduce students to
this emerging multidisciplinary field that spans the
social sciences, humanities, and sciences. The Disability Studies paradigm
recognizes that disability is not inherent in the individual as a personal
problem or deficit, but rather, is a set of physical and social barriers that
constrains people. Several goals of this course are:
·
To understand
disability studies as "the holistic study of the phenomenon of disability
through a multidisciplinary approach";
·
To incorporate the
experience of disability and the perspectives of people with disabilities into a
research structure;
·
To offer a
sampling of the major scholarly perspectives and professional issues in
disability studies, media studies, and social policy, as they relate to
embodiment;
·
To encourage
students to engage with, as well as critique, disability studies
scholarship;
·
To provide a
structure for student research into disability and embodiment.
The Structure of the
Course
I hope this
course will be a participatory,
collaborative learning experience. Because this course will take place over the
course of seven full Saturdays, I would like to keep it discussion-oriented, as
well as mixing in numerous viewings of media texts on disability topics to
further additional discussions. Therefore, it is imperative that you do the
readings and browse any Web sites required before each class. Please come to
each class with at least 10 questions, comments or critiques of the readings,
known as Reflection Q&A’s.
Assignments/Grading
Class
participation and Reflection Q&A’s (30
percent)
A rewarding aspect
of graduate study is the opportunity for colleagues (faculty and students) to
interact, learn from each other and, sometimes, to produce new knowledge. Aside
from helping me to get to know you as a colleague, your class participation will
help me evaluate your analytical skills, your preparation for each class, and
your ability to integrate concepts we discuss into your understanding and
analysis of “disability embodied.”
·
To assist you in
your preparation for each class, please type up a brief Reflection
Q&A (about 250 words or more). As you are doing the readings, write down
at least 10 questions, comments, and critiques from that day’s readings. If you
disagree with something said, write about that. If something in the readings really surprised or amazed
you, write about that. You will be engaging the readings in a critically
constructive way – see if you also can extend the ideas or issues raised by an
author(s) by linking them to lived experience of disability or other readings.
Format: Typed with your name on it, but it can be as simple as a list of
questions or comments on one page. Bring two copies, one to turn in to me
and one for you to take notes on, as the class the discussion may add to the
thoughts you had.
·
Cognitive embodiment discussion –
The Curious Incident of the Dog in the Nighttime. In this novel the
author tries to thoroughly embody the mind of a young man with autism. Read the
book and write approximately 500 words about whether you think he succeeded in
this “cognitive embodiment.” Look for details that would provide evidence of
success or failure in this embodiment. We will discuss the book as a group on
February 20, when your short paper is due.
Embodiment Analysis Paper (30 percent)
All of these memoirs listed at the beginning of the
syllabus focus on how a person learns to embody his or her disability, negotiate
the world and eventually come to understand the disability identity in American
culture and the issues facing the disability community. Select ONE
of the memoirs and analyze the person’s growing embodiment of a disability
identity, i.e how the person learns to embrace the social model. You should look
at disability identity, the social model and other models of disability, and
embodiment. In your analysis, use 5 readings that we’ve explored in
class, such as disability oppression, disability identity, the medical model,
Supercrips, the problem of pity, disability rights, disability discrimination,
etc. (If you want to bring in other readings you have had in other disability
studies courses, that’s fine, too.) Your paper will be evaluated on the quality
of your writing, the organization of your paper, and your ability to integrate
analytical concepts related to disability embodiment into your analysis.
·
On Feb. 20, please let me know
which memoir you will be reading for the paper.
·
Paper Length: at least 1500 words
·
Final paper due by email: March
13
Final Paper on Oppression, Empowerment &
Disability (40 percent)
This
paper will focus on the concepts presented in the Linton’s Claiming
Disability book and the Charlton’s Nothing about Us without
Us book. We will be gradually reading the books through the semester
and during the time we are not having class between March 14 and April 16, you
should write a paper that explores how societal oppression affects people with
disabilities, as well as how people with disabilities have learned to empower
themselves to confront this oppression and how they have forged a strong
disability identity.
The
paper should have several components:
·
An introductory section should
clearly explain Linton and Charlton’s concepts of oppression, empowerment, and
identity.
·
The second section should integrate
explanations of these concepts from at least 5 readings, films and
discussions from this class. For example, does the high-profile film
“Murderball” empower people with disabilities generally or does it present a
Supercrip theme that oppresses them?
·
The bulk of the paper, however,
should discuss themes and examples of oppression, empowerment and identity as
found in the writings of people with disabilities themselves. This section of
the paper should have examples from at least 10 articles from the
disability publications, New Mobility, www.newmobility.com, and/or The
Ragged Edge magazine online archives, http://www.ragged-edge-mag.com/.
Both these publications contain primarily articles written by people with
disabilities about the societal issues they face.
·
The paper should answer the
question: How are issues of oppression, empowerment and identity being addressed
by the disability community in the USA and worldwide (examples from the Charlton
book)?
·
You may seek to focus on one topic
that you believe leads to the oppression of people with disabilities, such as
assisted suicide or employment discrimination or you can cover a myriad of
issues. Make sure you can find 10 articles in New Mobility and/or
The Ragged Edge to use in your paper if you decide to focus on one
issue.
·
Finally, the conclusion to your
paper should be your own reaction and reflection about what society is or is not
doing to lessen the oppression of people with disabilities and how their efforts
toward empowerment and identity building are working. This section at the end of
the paper will be your personal commentary about what you learned, and how your
impressions of disability may have shifted because of your readings on this
topic.
·
Finally, the last class will be
presentations of what you discussed in your paper. So make a few notes so you
can tell the class what you found in your exploration of the topic of
oppression, empowerment and identity.
·
The paper should contain a reference
list of the 5 materials from class and the 10 articles from the disability
publications, as well as the Linton and Charlton books.
·
Proposal due: Feb.
27
·
Paper Length: at least 2000 words
·
Due Date: April 17
Some General Policies
ATTENDANCE:
Because the
course only covers 7 Saturdays, no absences are allowed, except in dire
emergencies. Please come to all classes prepared by having done the readings,
prepared a Reflection Q&A, and ready to discuss the material. If an
emergency arises, please contact me immediately.
ACADEMIC MISCONDUCT &
PLAGIARISM:
This class will
be governed by the CUNY’s general policies
on intellectual property, academic misconduct, and plagiarism. All material in
your papers should be properly cited.
HOW TO CITE
MATERIAL IN YOUR PAPERS:
You may use
whatever reference style you prefer. I am most familiar with APA style, so
that’s what these examples are. For in-text citations, if you directly quote
material, put the citation after the quote mark and before the period, in
parentheses with the page number: “xxx” (Haller, 2009, p. 48). You must also
cite any material you paraphrase. Then you would just use the citation
(Haller, 2009) before the period at the end of the paraphrased
sentences.
For APA-style
references in your final reference list at the end of the paper, here are a few
examples:
Journal
Article:
Hodges, F. M.
(2003). The promised planet: Alliances and struggles of the gerontocracy in
American television science fiction of the 1960s. The Aging Male, 6,
175-182. Retrieved from http://www.informaworld.com/TheAgingMale.
Magazine Article:
Books:
Okuda, M., & Okuda, D. (1993). Star trek chronology: The history of the future. New York, NY: Pocket Books.
Web sites:
Epsicokhan, J.
(2004, February 20). Confessions of a closet trekkie. Retrieved October
12, 2009, from Jammer's Reviews website: http://www.jammersreviews.com/articles/confessions.php.
For examples of
other types of APA references, visit http://www.liu.edu/CWIS/CWP/library/workshop/citapa.htm.
ACCESSIBILITY,
ACCOMMODATIONS, ABILITIES:
If you have
specific accommodations you need as a person with a disability, please let me
know as soon as possible so I can provide those. All students should
let
me know what I can
do to maximize your learning potential, participation, and general access in
this course. I am available to discuss this in person, on the phone or on
email. To make arrangements for accommodations with the CUNY Graduate Center,
contact Mariette Bates, Director of Disability Studies Master’s program at
CUNY, Mariette.Bates@mail.cuny.edu.
Course Schedule &
Readings
January
25
Email
introductions, syllabus emailed. Questions about the course?
About the
readings: We may not have
time to discuss all the readings each class, but they are meant to give you
different perspectives on Disability Studies, and at least 5 of them should be
integrated into your two longer papers for the course, the Empowerment paper and
the Embodiment Analysis paper.
Jan. 30
Body Politics,
Models of Disability, and What is Disability Studies?
(First class meeting
at CUNY Graduate Center. The class will run from 10 a.m. to 5 p.m. on Saturdays,
with a one-hour break for lunch. I will be available to meet with students
during the lunch break and after class. Because of the long days, I am
structuring the course as the before-lunch “class” and the after-lunch
“class.”)
Assignments due:
Reflection Q&A’s are due at the beginning of each class.
Before-lunch Readings:
Simi Linton, “Reclamation” Claiming Disability
(NYU Press, 1998).
James Charlton, “Nothing about us without us,”
Nothing about us without us (Univ. of California Press, 2000).
Michigan Disability Rights Coalition, “Models of
Disability,” http://www.copower.org/leader/models.htm.
Goffman, E., “Stigma selections,” The Disability
Studies Reader (Routledge, 2006). (on
e-reserve)
Mireya Navarro, “Clearly,
Frankly, Unabashedly Disabled”
Style Section, New York Times, Page 1, Sunday May 13, 2007. http://www.nytimes.com/2007/05/13/fashion/13disabled.html?_r=1&scp=2&sq=josh%20blue%20last%20comic%20standing&st=cse
Screening: “Shameless: The ART of Disability” (71
min.)
------Lunch-----
After-lunch Readings:
Simi Linton, “Reassigning meaning” Claiming
Disability (NYU Press, 1998).
James Charlton, “The dimensions of disability
oppression,” Nothing about us without us (Univ. of California Press,
2000).
Sharon Snyder, Disability Studies, Encyclopedia of
Disability, Vol. 1. (Sage, 2006). (Handout in class.)
Anthony Ramirez, "Disability as Field of Study?" by,
New York Times, December 21, 1997. http://disabilitystudies.tripod.com/articles.html
Peter Monaghan, “Pioneering Field of Disability
Studies Challenges Established Approaches and Attitudes,”
Chronicle of Higher Education, January 23, 1998. http://disabilitystudies.tripod.com/articles.html
Beth
Haller, “History of SDS.” Draft from The
American Encyclopedia of Disability History, Facts on File, 2009. (on e-reserve)
Michael Berube, (1997, May 30). The cultural
representation of people with disabilities affects us all. Chronicle of
Higher Education, Vol. 43 Issue 38, p. B4. (on e-reserve)
Beth Haller, “False positive: The Supercrip image kicks real issues
off the media radar screen,” January/February 2000, The Ragged Edge. http://www.ragged-edge-mag.com/0100/c0100media.htm
Laura Rensom Mitchell, “Why I hate Supercrip stories,”
1996, http://webspace.webring.com/people/rl/lrmidi/articles.htm#supcrip.
Lindeman, K., “Review of Murderball,” DSQ, Spring
2006, http://www.dsq-sds.org/article/view/706/883
Screening: “Murderball” (86 min.)
Browse:
SDS
web site: http://www.disstudies.org/
Guidelines for DS programs: http://www.disstudies.org/guidelines_for_disability_studies_programs
DSQ
web site: http://www.dsq-sds.org/
DSQ
history: http://www.dsq-sds.org/history_of_dsq.html
Feb.
6
Threats to
Embodiment, The Oppression of Pity, & What is Disability
Studies?
Note: No
class Feb. 13 (President’s Day holiday weekend)
Before-lunch Readings:
Simi Linton, “Divided society” Claiming
Disability (NYU Press, 1998).
James Charlton, “Political economy & the world
system,” Nothing about us without us (Univ. of California Press,
2000).
Paul Longmore, “The Resistance: The Disability Rights
Movement and assisted suicide,” Why I Burned My Book, (Temple University Press, 2003).
(on e-reserve)
McBryde Johnson, H. (2003, Feb. 16).
Unspeakable Conversations. New York Times Magazine. http://www.nytimes.com/2003/02/16/magazine/unspeakable-conversations.html?sec=health
Ragged Edge, “Why Disability Rights Activists Oppose
Physician Assisted Suicide,” Jan. 18, 2006. http://www.raggededgemagazine.com/departments/closerlook/000749.html
Jay Dolmage & William DeGenaro, "I Cannot Be Like This Frankie":
Disability, Social Class, and Gender in Million Dollar Baby, DSQ, Spring 2005.
Disability, Social Class, and Gender in Million Dollar Baby, DSQ, Spring 2005.
DSQ, Million
Dollar Baby special section, Summer 2005.
Browse:
Not Dead Yet blog: http://notdeadyetnewscommentary.blogspot.com/
Screening: “Million Dollar Baby” (132 min.)
-----Lunch-----
After-lunch Readings:
Simi Linton, “Divided curriculum” Claiming
Disability (NYU Press, 1998).
James Charlton, “Cultures and belief systems,”
Nothing about us without us (Univ. of California Press, 2000).
Mary Johnson, “A Test of Wills: Jerry
Lewis, Jerry's Orphans, and the Telethon,” The Ragged Edge, Sept. 1992, http://www.raggededgemagazine.com/archive/jerry92.htm.
Keith Storey, “Where does that money really go?” The
Ragged Edge, 1998 http://www.ragged-edge-mag.com/mar98/telethn.htm
Beth Haller, “The oppression of pity in the Jerry Lewis
Telethon,” chapter from forthcoming book, Representing Disability in an
Ableist World (on e-reserve)
Harriet Johnson, “Frequently Asked Questions about the
Telethon Protest,” Crip Commentary, http://www.cripcommentary.com/faq.html.
Mike Ervin, “Jerry Lewis
doesn’t deserve a humanitarian award at the Oscars,” The Progressive, Feb. 19,
2009, http://www.progressive.org/mag/mplewis021909.html
Screening: Jerry Lewis responds to Jerry Orphans on the
national news:
http://www.youtube.com/watch?v=5tM4tTUMwGE
http://www.youtube.com/watch?v=5tM4tTUMwGE
Jerry Lewis saying a homophobic slur on the 2007
telethon.
http://www.youtube.com/watch?v=AsmPK3Y04tg
http://www.youtube.com/watch?v=AsmPK3Y04tg
Joan Crawford and her daughter Christina on 1968 MDA
telethon, http://www.youtube.com/watch?v=GS7YIC8F2Ec
“The Kids Are All Right” (30 min.) http://www.thekidsareallright.org/watch.html
Feb. 20,
“Hidden” Embodiment and Sensory Disabilities
Assignments due:
Cognitive Embodiment “Curious Incident” short paper due
Before-lunch Readings:
Curious Incident of the Dog in the Nighttime
by Mark Haddon (We will discuss the
book at the beginning of class.)
Simi Linton, “Enter Disability Studies” Claiming
Disability (NYU Press, 1998).
James Charlton, “Consciousness and alienation,”
Nothing about us without us (Univ. of California Press, 2000).
Ralph James Savarese, “Joint Venture, Joint Resolution,”
DSQ, Spring 2006, http://www.dsq-sds.org/article/view/677/854
Solomon, A. (2008, May 25). The Autism Rights Movement,
New York magazine, http://nymag.com/news/features/47225/.
Browse:
The
Autism Acceptance Project, http://www.taaproject.com/
Autistic Self-Advocacy Network, ASAN, www.autisticadvocacy.org
AuTube, http://www.autube.tv/
Reasonable People, http://www.reasonable-people.com/
WrongPlanet.net, www.wrongplanet.net
Screening: “Autism: The Musical” (94 min)
----Lunch-----
After-lunch Readings:
Simi Linton, “Disability Studies/Not Disability
Studies,” Claiming Disability (NYU Press, 1998).
James Charlton, “Observations on everyday life,”
Nothing about us without us (Univ. of California Press, 2000).
Solomon, A. (1994, August 28). Defiantly Deaf, NY
Times. www.nytimes.com
Hibberd, J. “Digital Revolution Excludes Closed Captioning” in TV Week, June 17, 2007.
http://www.tvweek.com/news/2007/06/closed_captioning_excluded_dig.php
Miguel Hilft, (Nov. 19, 2009) “Google to
Add Captions, Improving YouTube Videos,” NY Times, http://www.nytimes.com/2009/11/20/technology/internet/20google.html?_r=2&scp=1&sq=google%20captioning&st=cse
National Association of the Deaf, “Internet Access and
Broadband,” http://www.nad.org/issues/technology/internet-access-and-broadband
National Association of the Deaf, (Oct. 28, 2009)
“Marlee Matlin champions Internet Access for the NAD,”
Alice Lipowicz, Federal Computer Week, (Nov. 16,
2009) “Gov. 2.0: Transparency without accessibility,” http://www.fcw.com/Articles/2009/11/16/POL-accessibility.aspx?Page=1
Browse:
Seeing Beyond Sight, www.seeingbeyondsight.org
Screening: “Touch the Sound, A Sound Journey with Evelyn
Glennie” (120 min.)
Feb. 27
International
perspectives on disability, the Internet and the world of disability
culture
Assignments due:
Empowerment paper proposal
Before lunch readings:
Simi Linton, “Applications/Epilogue” Claiming
Disability (NYU Press, 1998).
James Charlton, “Empowered consciousness and the
philosophy of empowerment,” Nothing about us without us (Univ. of
California Press, 2000).
Disability Social History Project, “Disability History
Timeline,” http://www.disabilityhistory.org/timeline_new.html.
Barbara J. McKee, “Renaissance: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/renaissance.htm
Barbara J. McKee, “Awareness: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/awareness.htm
Barbara J. McKee, “Holocaust: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/holocaust.htm
Barbara J. McKee, “Civil Right: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/civil_rights.htm
Barbara J. McKee, “Disability Culture: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/disability_culture.htm
Barbara J. McKee, “Self-Advocacy: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/selfadvocacy.htm
Screening: “Disabled Women: Visions & Voices” (13
min) http://video.google.com/videoplay?docid=-4833198064580117217#
“The
Color of Paradise” (90 min.)
-----Lunch-----
After-lunch Readings:
James Charlton, “The organization of empowerment,”
Nothing about us without us (Univ. of California Press, 2000).
James Charlton, “The dialectics of oppression and
empowerment,” Nothing about us without us (Univ. of California Press,
2000).
Bad Cripple blog, http://badcripple.blogspot.com/: Read
at least 10 postings to this blog and prepare at least questions for Mr.
Peace.
Speaker: William Peace, author of the Bad Cripple
blog
March 6,
Disability Imagery & Enfreakment
Before-lunch Readings:
Haller, Beth. “Media models of disability
representation” (handout)
Hahn, H. (1988). Can disability be beautiful? Social
Policy, 18:3, pp. 26-32. (on e-reserve)
British Film Institute, “Why study moving image media?” http://www.bfi.org.uk/education/teaching/disability/introduction/.
British Film Institute, “The
history of attitudes to disabled people” http://www.bfi.org.uk/education/teaching/disability/thinking/.
British Film Institute,
“Disability in moving image media:
a history, First, second, third & fourth periods”
http://www.bfi.org.uk/education/teaching/disability/treatment/history/.
Reid-Hresko and Reid, Deconstructing Disability: Three Episodes of
South Park
Non-Traditional Casting Project,
“Written on the Body: A Conversation about Disability,” April 18, 2006,
Transcript: http://www.ntcp.org/Written/Transcript418_FinalCB.htm.
Haller, “If They Limp, They Lead? News Representations
and the Hierarchy of Disability Images” in Handbook of Communication and
People with Disabilities by Dawn Braithwaite and Teri Thompson (editors).
Mahwah, NJ: Lawrence Erlbaum, 2000. (on
e-reserve)
Screening: “South Park,” Pelswick,” Disability cartoons,
News and photo images of disability
------Lunch-----
After-lunch Readings:
Bauer, Patricia. What’s so funny about disability? NY
Times, Dec. 11, 2005.
LeBesco, K. “There's Something About Disabled People: The
Contradictions of Freakery in the Films of the Farrelly
Brothers,” DSQ, Fall 2004
Cherney, James, “Review of The Ringer,” 2005, http://www.dsq-sds.org/article/view/740/917.
Johnson, Mary. “Can movies dispel stereotypes,”
Edge-centric blog, 2005, http://www.raggededgemagazine.com/blogs/edgecentric/archives/2005/12/can_movies_disp.html
Browse:
Josh
Blue web site, http://www.joshblue.com
Screening: “The Ringer” (94 min.)
March 13, The
war, disability, language & changing attitudes
Assignments due:
Embodiment paper
(We will have a
discussion of your papers at the end of that day’s class. Please bring a list of
the significant ideas you found in the memoir you read.)
Before-lunch Readings:
Nora Eisenberg, (March 17, 2009) “The Most Pervasive
Combat Injury Among U.S. Soldiers is Invisible -- and the Pentagon Has Tried to
Keep it That Way,” Alternet, , http://www.alternet.org/story/132067/.
Kari Lyderson, (August 9, 2009) “Paralympics Offer
Wounded Veterans a Chance to Dream,” The Washington Post,
The AP, (May 12, 2008) Number of disabled vets up by 25% since
2001, , http://media-dis-n-dat.blogspot.com/2008/05/number-of-disabled-veterans-up-by-25.html.
Donna Bowater, (Dec. 24, 2009) War
amputee toll doubles in 12 months, The Express, http://www.express.co.uk/posts/view/147925/War-amputee-toll-doubles-in-12-months
Screening “Body of War” (87 min.)
http://www.bodyofwar.com/
------Lunch-----
After-lunch readings:
June Isaacson Kailes, “Language is more than
a trivial concern,” (on
e-reserve)
Melanie Crowley & Mike Crowley, “Spotlight on
handicap,” Take our word for it, 66, 1999, http://www.takeourword.com/Issue066.html.
Art Blaser, “Changing the meaning of ‘disability,’”
Ragged Edge, 2002, http://www.raggededgemagazine.com/0702/0702ft3.html.
Liat Ben-Moshe, “‘Lame idea:’ Disabling language in the
classroom,” Building Pedagogical Curb Cuts:
Incorporating Disability into the University Classroom and
Curriculum, (Syracuse, NY: Syracuse
University Press, 2005) 107-115. (on
e-reserve)
Media dis&dat blog, Roundup of
Tropic Thunder protests, Aug. 12, 2008, http://media-dis-n-dat.blogspot.com/2008/08/roundup-of-tropic-thunder-protest-media.html
R-Word campaign, (2008). “Tropic Thunder” Film -- Action
Kit. http://www.thearc.org/NetCommunity/Page.aspx?pid=1806&srcid=1800
Carter-Long, L. (2008). “’Tropic Thunder’ – Hollywood Still Doesn’t Get
It.” Disaboom.
Neda Ulaby, “Rethinking
'Retarded': Should It Leave The Lexicon?” NPR, Sept. 8, 2009, http://www.npr.org/templates/story/story.php?storyId=112479383.
Patricia E. Bauer, “A Movie, a Word and My Family's Battle,” The
Washington Post, August 17, 2008, http://www.washingtonpost.com/wp-dyn/content/story/2008/08/15/ST2008081503088.html
Special Olympics, “Spread the word to end the word,” http://www.specialolympics.org/03-31-09_Spread_the_Word.aspx#
The AP, “End
the R-word campaign spreads nationally,” April 1, 2009, http://media-dis-n-dat.blogspot.com/2009/04/end-r-word-campaign-spreads-nationally.html
Desson Thomson, “In Defense of That Taboo Word 'Retard'.” The Wrap, August 23, 2009, http://www.thewrap.com/ind-column/defense-taboo-word-retard_5628
Discussion of Embodiment papers.
April
17
Assignments Due:
Empowerment, Oppression, Identity Paper
(We will have a
discussion of your papers at the beginning of class. Please bring a list of the
significant points you made in your paper to discuss.)
