Christine Wieseler
California State Polytechnic University, Pomona
This paper provides suggestions for educators who have a desire to learn about or are already committed to challenging ableism and disablism. As philosophy teachers, we have the opportunity to facilitate student reflection regarding disability, which puts students in a position to make decisions about whether to retain their habitual ways of comporting themselves toward disabled people or to begin the process of forming new perceptual practices. I contend that existential phenomenology, as formulated by Maurice Merleau-Ponty and Linda Martín Alcoff, provides insights regarding the habitual formation of perceptual practices that are useful for thinking about ways that perception may be informed by ableism and disablism. Jessica Cadwallader demonstrates how their insights can be usefully applied to think about perceptions of disability. Through analysis of past encounters with people with disabilities, Cadwallader suggests that students change their habitual ways of responding to people with disabilities. While such reflections may be valuable for making habitual perceptual practices explicit, I would suggest that this is only a condition for the possibility of changing (dis)abl(e)ist perceptual practices rather than the change itself. Students are likely to enter the classroom lacking the insight that they are even engaging in perceptual practices informed by cultural narratives rather than simply perceiving people with impairments as they are. I argue that an approach to teaching on disability that thematizes perceptual practices regarding disability and takes experiences of disabled people into account would be more effective than the one Cadwallader describes. Understanding the ways that people with disabilities experience being constructed as a problem through ableist perceptual practices could help students to recognize their own potential to impact others in positive and negative ways. I give examples of video clips that can be used in the classroom in order to make explicit perceptual practices of disability and to help students to understand how these and other practices impact disabled individuals. This could provide the motivation for students to work to re-sediment their perceptual practices that seems to be missing in the classroom activities described by Cadwallader.
Keywords Disability, Pedagogy, Embodiment, Maurice Merleau-Ponty, Linda Alcoff, Jessica Cadwallader
Categories (categorize this paper)
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Translate to english
Revision history

Download options

PhilArchive copy

 PhilArchive page | Other versions
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

No references found.

Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

Disability, Identity and the "Expressivist Objection".S. D. Edwards - 2004 - Journal of Medical Ethics 30 (4):418-420.
Motor Imagery and Merleau-Pontyian Accounts of Skilled Action.J. C. Berendzen - 2014 - Ergo: An Open Access Journal of Philosophy 1:169-198.
Medical Education and Disability Studies.Fiona Kumari Campbell - 2009 - Journal of Medical Humanities 30 (4):221-235.
Discursive and Somatic Intentionality: Merleau-Ponty Contra 'McDowell or Sellars'.Carl B. Sachs - 2014 - International Journal of Philosophical Studies 22 (2):199-227.
DEPENDENCY.Eva Kittay - forthcoming - In Rachel Adams (ed.), KEYWORDS IN DISABILITY STUDIES. NYU PRESS.
The Body as Object Versus the Body as Subject: The Case of Disability.Steven D. Edwards - 1998 - Medicine, Health Care and Philosophy 1 (1):47-56.


Added to PP index

Total views
122 ( #94,551 of 2,498,950 )

Recent downloads (6 months)
13 ( #59,200 of 2,498,950 )

How can I increase my downloads?


My notes