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
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Citation Context

Cited by in this index (16)

  1. Journal of Technical Writing and Communication
  2. Communication Design Quarterly
  3. Technical Communication Quarterly
  4. Technical Communication Quarterly
  5. Journal of Technical Writing and Communication
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  1. Business and Professional Communication Quarterly
  2. Business and Professional Communication Quarterly
  3. Business and Professional Communication Quarterly
  4. Technical Communication Quarterly
  5. Journal of Technical Writing and Communication
  6. Technical Communication Quarterly
  7. Communication Design Quarterly
  8. Journal of Business and Technical Communication
  9. Technical Communication Quarterly
  10. Technical Communication Quarterly
  11. IEEE Transactions on Professional Communication

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