Education as liberation from oppression: personal and social constructions of Disability
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Ignacio Calderón-Almendros & Cristóbal Ruiz-Román
Una publicación sobre la construcción de la identidad en la discapacidad junto a algunos de los principales referentes internacionales de la educación inclusiva: Roger Slee, Dan Goodley, Mel Ainscow, Scot Danforth...
Categoría: Capítulo de libros, Inclusión Educativa
Abstract
To speak of disability is, fundamentally, to speak of oppression. Disability is a social construction which questions, subordinates, invalidates, and steals the humanity of people who are stigmatised through labelling. This is a pervasive phenomenon, its breeding ground being the socialisation process; a persistent, incisive process which diminishes the possibilities for growth and transformation. The alienation is reinforced during schooling, when the stigma becomes internalised due to the legitimation of the process and the exertion of pressure.
However, individuals are not passive consumers of hegemonic interpretations. They do not merely adapt to these directives. Throughout their lives they generate responses and resistances, insofar as the prevailing order can be interpreted as a conflict which both subjugates and mutilates. Generated from emotions such as anger, these initial responses will necessarily become mechanisms of intelligent resistance, which may jeopardise the oppressive interpretations that dehumanise both school and society. As a result, the problem can leave the realm of the body, and education is then transformed into liberation by restoring hope: the future is never predetermined.
Para citar este capítulo: CALDERÓN ALMENDROS, I. y RUIZ ROMÁN, C. (2015). Education as liberation from oppression: personal and social constructions of Disability. En F. Kiuppis & R. Sarromaa Hausstätter (Eds.), Inclusive education twenty years after Salamanca (pp. 251-260). Peter Lang, New York.
