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Limited Visibility; Or, Confessions of a Satellite

Limited Visibility; Or, Confessions of a Satellite In March 2013, a New York Times cover story exposing the author's childhood relationship with disability forced Rodas to confront her usual practice of nondisclosure in the disability studies classroom. This article is both memoir and identity theory, a remembrance of the writer's childhood experience as guide and companion to a blind and spectacularly noticeable sibling, an exploration of the possibilities and politics of ambiguous disability identity, and a meditation on the responsibilities and pitfalls of disability identity politics and practice. Contextualized by theoretical writing about self-disclosure and pedagogy, the article traces the writer's own learning trajectory around public exposure, disability identity, and disability representation, visiting the politics of language, considering how disability insiders should respond to novice thinkers about disability, and contemplating questions of legitimacy, hierarchy, and political territory. While couched in autobiographical terms, at its heart the article explores implicit relationships of power and violence around the naming or claiming of disability identity—violating exposures, colonizing practices, grappling for ownership—and proposes a “satellite” model to figure the way many ostensibly nondisabled people discover and define themselves in relation to the apparent centrality and authenticity of disability. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Limited Visibility; Or, Confessions of a Satellite

Rodas, Julia Miele; Hobgood, Allison P
Pedagogy , Volume 15 (3) – Oct 1, 2015
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14 pages

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Copyright
© 2015 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2917073
Publisher site
See Article on Publisher Site

Abstract

In March 2013, a New York Times cover story exposing the author's childhood relationship with disability forced Rodas to confront her usual practice of nondisclosure in the disability studies classroom. This article is both memoir and identity theory, a remembrance of the writer's childhood experience as guide and companion to a blind and spectacularly noticeable sibling, an exploration of the possibilities and politics of ambiguous disability identity, and a meditation on the responsibilities and pitfalls of disability identity politics and practice. Contextualized by theoretical writing about self-disclosure and pedagogy, the article traces the writer's own learning trajectory around public exposure, disability identity, and disability representation, visiting the politics of language, considering how disability insiders should respond to novice thinkers about disability, and contemplating questions of legitimacy, hierarchy, and political territory. While couched in autobiographical terms, at its heart the article explores implicit relationships of power and violence around the naming or claiming of disability identity—violating exposures, colonizing practices, grappling for ownership—and proposes a “satellite” model to figure the way many ostensibly nondisabled people discover and define themselves in relation to the apparent centrality and authenticity of disability.

Journal

Pedagogy – Duke University Press

Published: Oct 1, 2015

References

  • “Coming-Out Pedagogy: Risking Identity in Language and Literature Classrooms.”
    Brueggemann, Brenda Jo; Moddelmog, Debra A. Freedman, Diane; Holmes, Martha Stoddard
  • “The Crime of His Childhood.”
    Jamieson, Wendell
  • “Acts of Becoming: Autobiography, Frankenstein, and the Postmodern Body.”
    Mossman, Mark
  • “Coming-Out Pedagogy: Risking Identity in Language and Literature Classrooms.”
    Brueggemann, Brenda Jo; Moddelmog, Debra A. Freedman, Diane; Holmes, Martha Stoddard
  • “The Crime of His Childhood.”
    Jamieson, Wendell
  • “Acts of Becoming: Autobiography, Frankenstein, and the Postmodern Body.”
    Mossman, Mark