Making disability visible: How disability studies might transform the medical and science writing classroom

Technical Communication Quarterly Mar 2000

Making disability visible: How disability studies might transform the medical and science writing classroom

James C. Wilson

Abstract

This article describes how disability studies can be used in a medical and science writing class to critically examine the assumptions of scientific discourse. An emerging, interdisciplinary field, disability studies draws on feminist, postmodern, and post‐colonial theory and extends their critiques to the medicalization of disability. Deconstructing the medical model of disability helps students understand how science is socially constructed. After conceptualizing disability studies, this essay discusses sample disability‐related classroom activities, readings, and writing assignments.

Journal: Technical Communication Quarterly
Published: 2000-03-01
DOI: 10.1080/10572250009364691
Open Access: Closed
Topics: disability studies

Citation Context

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Cites in this index (0)

No references match articles in this index.

Also cites 6 works outside this index ↓

10.2307/1354221

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10.2307/378619

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10.1056/NEJM199905133401906

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Frank Arthur W. (1995)

The Wounded Storyteller: Body, Illness, and Ethics.

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Science as Social Knowledge: Values and Objectivity in Scientific Inquiry.

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The Body and Physical Difference: Discourses of Disability.

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