Rathgeber, J., & bell, a. p. (Forthcoming). Disability as disruption in music education. In SAGE Handbook of School Music Education.
Abstract: Disability as an identity and/or lived experience is a way of being diverse, but disability itself is diverse, too. The implications of this reality are manifold for the field of music education and amplified by the fact that the global population of disabled persons/persons with disabilities is estimated to be over 15%, which is more than one billion people. Using a narrative-informed approach and drawing theory from disability justice and DisCrit (disability and critical race theory) discourses, we tell the stories of a learner named Ray as they make their way through classes as a music education major. We highlight moments when disability, broadly, and Ray’s specific experiences as a disabled person/person with a disability manifest points of disruption. These moments of disruption provide opportunities to move toward justice, although they can slip past unremarked upon. We model how to make use of disability justice and DisCrit to identify points of disruption, reflect upon them, and dream/act. After introducing Ray and the tents of disability justice and DisCrit, we share vignettes that capture common experiences of disabled persons/person with disabilities, each including points of disruption. We encourage readers to identify, reflect, and dream related to the points of disruption embedded in these vignettes. In this way, we encourage readers to join in collaborative dreaming toward justice.
Abstract: Disability as an identity and/or lived experience is a way of being diverse, but disability itself is diverse, too. The implications of this reality are manifold for the field of music education and amplified by the fact that the global population of disabled persons/persons with disabilities is estimated to be over 15%, which is more than one billion people. Using a narrative-informed approach and drawing theory from disability justice and DisCrit (disability and critical race theory) discourses, we tell the stories of a learner named Ray as they make their way through classes as a music education major. We highlight moments when disability, broadly, and Ray’s specific experiences as a disabled person/person with a disability manifest points of disruption. These moments of disruption provide opportunities to move toward justice, although they can slip past unremarked upon. We model how to make use of disability justice and DisCrit to identify points of disruption, reflect upon them, and dream/act. After introducing Ray and the tents of disability justice and DisCrit, we share vignettes that capture common experiences of disabled persons/person with disabilities, each including points of disruption. We encourage readers to identify, reflect, and dream related to the points of disruption embedded in these vignettes. In this way, we encourage readers to join in collaborative dreaming toward justice.
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