Création d’une communauté réunissant les études queer sur le handicap : leçons tirées de l’escargot

Tools

Humphrey, Harvey and Slater, Jen and Coleman-Fountain, Edmund and Jones, Charlotte (2023) Création d’une communauté réunissant les études queer sur le handicap : leçons tirées de l’escargot. Canadian Journal of Disability Studies, 12 (2). pp. 226-258. (https://cjds.uwaterloo.ca/index.php/cjds/article/v...)

[thumbnail of Humphrey-etal-CJDS-2023-Creating-a-community-bringing-queer-disability-studies-together]
Preview
 Text. Filename: Humphrey_etal_CJDS_2023_Creating_a_community_bringing_queer_disability_studies_together.pdf
Final Published Version
License: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 logo
Download (404kB)| Preview

Abstract

Cet article décrit le Queer Disability Studies Network (Réseau d’études queer sur le handicap), un espace créé pour les universitaires et les militantes et militants des études queer sur le handicap afin de bénéficier de solidarités, au sein des études sur le handicap, queer, trans et intersexe, en particulier pour les personnes marginalisées en raison de la queerphobie, de la transphobie, de l’intersexephobie et du capacitisme. Cet espace permettrait aussi d’alimenter les échanges d’idées d’une discipline à l’autre. Le réseau a été créé pour s’opposer à l’institutionnalisation d’idées qui délégitimiseraient les vies et les identités trans au sein du milieu universitaire et offre un espace de solidarité et de résistance au sein de l’université néolibérale capacitiste. L’article fournit une explication des origines du réseau. Puis, il utilise le motif de l’escargot symbolisant le réseau pour organiser les apprentissages des études trans, queer, intersexes et sur le handicap en un ensemble de « leçons » pour les groupes cherchant à développer des solidarités au sein des communautés universitaires et militantes. Ces leçons soulèvent des questions cruciales liées aux concepts de 1) chez-soi, 2) temporalités et mobilités et 3) incarnations et vulnérabilités. Nous concluons en discutant des implications de ces leçons pour la pratique des solidarités et des politiques de coalition en des temps contestés.

ORCID iDs

Humphrey, Harvey ORCID logoORCID: https://orcid.org/0000-0001-5791-4522, Slater, Jen, Coleman-Fountain, Edmund and Jones, Charlotte;
  • Item type:Article
    ID code:87046
    Dates:
    Date
    Event
    14 September 2023
    Published
    10 May 2023
    Accepted
    Notes:Ashley, F. (2019). Gatekeeping hormone replacement therapy for transgender patients is dehumanising. Journal of Medical Ethics, 45 (7), 480–482. http://dx.doi.org/10.1136/medethics-2018-105293 Amin, K. (2014). 'Temporality'. Transgender Studies Quarterly, 1 (1-2), 219-222. https://doi.org/10.1215/23289252-2400073 Atkinson, T. (2021). A few thoughts on QDS’s future. Queer Disability Studies Network Blog. Available at https://queerdisabilitystudies.wordpress.com/a-few-thoughts-on-qdss-future/ (accessed 07/09/2022) Bell, C. (2010). Is Disability Studies Actually White Disability Studies? In L. J. Davis (Ed.), The Disability Studies Reader, 3rd Edition (pp. 374–382). New York: Routledge. Brown, N. & Leigh, J. (2020). Ableism in Academia: Theorising Experiences of Disabilities and Chronic Illnesses in Higher Education. London: UCL Press. Callard, F., & Fitzgerald, D. (2015). Rethinking Interdisciplinarity across the Social Sciences and Neurosciences. London: Palgrave Macmillan. https://doi.org/10.1057/9781137407962 Cooper, L. (2021) A genealogy of bedrooms. Queer Disability Studies Network Blog. Available at https://queerdisabilitystudies.wordpress.com/a-genealogy-of-bedrooms/ (accessed 07/09/2022) Davis. L. & Sanchez, R. (2023). The Disability Studies Reader: 6th Edition. London: Routledge. Dolmage, JT. (2017). Academic Ableism: Disability and Higher Education. Ann Arbor: The University of Michigan Press. DSR6 Collective Statement (2021). https://docs.google.com/document/d/1L7Z7mLT00YeCzwOR2zx25DbwFFw99- f1HvlA5rHpY6k/edit?fbclid=IwAR1fZYlA7r9Ri8XIlSOIA7BwSxhrIt8fKNSAbPhgOA Fm8x8NpoRXacuAtg8 Garland, F. & Travis, M. (2020). Temporal Bodies : Emergencies, Emergence, and Intersex Embodiment. In C. Dietz, M. Travis, & M. Thomson (Eds.) A Jurisprudence of the Body (pp. 119-147). London: Palgrave Macmillan. Gluckman, N. (2021). Why Disability Studies Scholars Are Protesting a Prominent Textbook. The Chronicle. https://www.chronicle.com/article/why-disability-studies-scholars-areprotesting-a-prominent-textbook Grosz, E. (1996). Intolerable Ambiguity: Freaks as/at the limit. In R. Garland Thomson (Ed.) Freakery: Cultural Spectacles of the Extraordinary Body (pp. 55-66). London: New York University Press. Halberstam, J. (2005). In a Queer Time and Place: Transgender Bodies, Subcultural Lives. New York, New York University Press. Hale, C. R. (2008). Introduction. In C. Hale (Ed.) Engaging Contradictions: Theory, Politics, and Methods of Activist Scholarship. Berkeley, CA: University of California Press. Humphrey, H. & Coleman-Fountain, E. (2023). Creating Time for LGBT+ Disabled Youth: Coproduction Outside Chrononormativity. Sociological Research Online (online first) https://doi.org/10.1177/13607804231155001 Hines, S. (2021). Beyond Gender Wars and Institutional Panics: Recognising Gender Diversity in UK Higher Education. Sociological Studies Research, University of Sheffield. Available at: https://socstudiesresearch.com/2021/10/26/beyond-gender-wars-and- institutional-panics-recognising-gender-diversity-in-uk-higher-education/ (accessed: 13 July 2022) Ignagni, E., Church, K., Chandler, E. et coll. (2019). Disability & Society Boycott. Radssite. [Online]. 3 September. Available at: https://radssite.wordpress.com/2019/09/03/disability-society-boycott/ [Accessed 7 July 2022] Joseph-Salisbury and Connelly (2021). Anti-Racist Scholar-Activism. Manchester: Manchester University Press. Kafer, A. (2013). Feminist, Queer, Crip. Bloomington, IN: Indiana University Press. Lau, T.C.W. (2019). Slowness, Disability, and Academic Productivity: The Need to Rethink Academic Culture. In C. McMaster, & B. Whitburn (Eds.) Disability and the University: A Disabled Students' Manifesto (pp. 11-19). New York, NY: Peter Lang. Malatino, H. (2020). Trans Care. Minneapolis: University of Minnesota Press. Michalko, R. (1999). The Two-in-One: Walking with Smokie; Walking with Blindness. Philadelphia: Temple University Press. Morland, I. (2009). Introduction: Lessons from the Octopus. GLQ: A Journal of Gay and Lesbian Studies, 15 (2), 191-197. https://doi.org/10.1215/10642684-2008-133. Mountz, A. et coll. (2015). For slow scholarship: A feminist politics of resistance through collective action in the neoliberal university. ACME: An International Journal for Critical Geographies, 14 (4), 1235-1259. https://acmejournal.org/index.php/acme/article/view/1058. Pearce, R. (2020). A Methodology for the Marginalised: Surviving Oppression and Traumatic Fieldwork in the Neoliberal Academy. Sociology, 54(4), 806-824. https://doi.org/10.1177/0038038520904918 Pearce et al (2020). TERF wars: An introduction. Sociological Review, 68(4), 677-698. Pereira, AB. (2021). Employment, ableism and uber-performance: towards a crip-queer theory of resistance. Queer Disability Studies Network Blog. Available at https://queerdisabilitystudies.wordpress.com/employment-ableism-and-uberperformance-towards-a-crip-queer-theory-of-resistance/ (accessed 07/09/2022) Phipps, A. (2020). Me Not You: The Trouble with Mainstream Feminism. Manchester: Manchester University Press. Piepzna-Samarasinha, L. L. (2018). Care Work: Dreaming of Disability Justice. Vancouver: Arsenal Pulp Press. Pitcher, E. N. (2017). ‘There’s stuff that comes with being an unexpected guest’: experiences of trans* academics with microaggressions. International Journal of Qualitative Studies in Education, 30(7), 688-703. https://doi.org/10.1080/09518398.2017.1309588 Puwar, N. (2004). Space Invaders: Race, Gender and Bodies Out of Place. Oxford: Berg. Pyne, J. (2021). Autistic Disruptions, Trans Temporalities: A Narrative “Trap Door” in Time. South Atlantic Quarterly, 120(2), 343-361. https://doi.org/10.1215/00382876-8916088. Queer Disability Studies Network (2021). Representation and Absences. Queer Disability Studies Network Blog. Available at https://queerdisabilitystudies.wordpress.com/2021/10/09/representation-and-absences/ (accessed 17/08/22) Rizvi, S. (2021). Undoing Whiteness in Disability Studies: The Special Education System and British South Asian Mothers. Cham, Switzerland: Palgrave Macmillan. The Res-Sisters (2017). ‘I’m an early career feminist academic: Get me out of here?’ Encountering and resisting the neoliberal academy. In Rachel Thwaites & A. Pressland (Eds.) Being an early career feminist academic: Global perspectives, experiences and challenges (pp. 267-284). London: Palgrave Macmillan. Schalk, S., & Kim, J. B. (2020). Integrating Race, Transforming Feminist Disability Studies. Signs: Journal of Women in Culture and Society, 46(1), 31–55. https://doi.org/10.1086/709213. Serano, J. (2017). ‘Transgender Agendas, Social Contagion, Peer Pressure, and Prevalence’Julia Serano — Medium. Available at https://juliaserano.medium.com/transgender-agendassocial-contagion-peer-pressure-and-prevalence-c3694d11ed24. (Accessed 03/08/22) Shildrick, M. (2002). Embodying the Monster: Encounters with the Vulnerable Self. Theory, Culture & Society. London: SAGE. Slater, J. and Liddiard, K. (2018). Why disability studies scholars must challenge transmisogyny and transphobia. Canadian Journal of Disability Studies, 7(2), 83–93. https://doi.org/10.15353/cjds.v7i2.424.Stamp, V. (2021). Questions on routes into Queer Disability Studies: potential points of exclusion. Queer Disability Studies Network Blog. Available at https://queerdisabilitystudies.wordpress.com/questions-on-routes-into-queerdisability-studies-potential-points-of-exclusion/ (accessed 07/09/2022) Tadman, B. (2021). BODY : SPACE : TIME : MIND. Queer Disability Studies Network Blog. Available at https://queerdisabilitystudies.wordpress.com/body-space-time-mind/ (Accessed 17/08/22) Thornton, M. (2021). Gender Pandemic. Queer Disability Studies Network Blog. Available at https://queerdisabilitystudies.wordpress.com/gender-pandemic/ (accessed 17/08/22) Vincent, B. (2018). Studying trans: recommendations for ethical recruitment and collaboration with transgender participants in academic research. Psychology & Sexuality, 9(2), 102- 116. https://doi.org/10.1080/19419899.2018.1434558. Yergeau, M. (2019). Letter to Disability & Society editorial board. https://www.ipetitions.com/petition/ds
    Subjects:Social Sciences > The family. Marriage. Women > Gender identity
    Social Sciences > Social Sciences (General)
    Department:Faculty of Humanities and Social Sciences (HaSS) > Social Work and Social Policy > Children and Young People's Centre for Justice (CYCJ)
    Depositing user: Pure Administrator
    Date deposited:24 Oct 2023 12:08
    Last modified:11 Nov 2024 14:06
    URI:https://strathprints.strath.ac.uk/id/eprint/87046
CORE (COnnecting REpositories)