Please respond to the following prompts. You can either share your thoughts in seminar or through this discussion board space. Responses should be around 150-200 words and make explicit engagement with the class materials for this class. If you are unable to attend seminar, you may also respond to one of your peer's posts and make explicit engagement with the class materials (to get full points). Over the course of the semester we have discussed concepts like "choosing disability" (Clare, 2017), "brillliant imperfection" (Clare, 2017), "deaf gain" (Hurley, 2016) "sites of shame as sites of resistance" (Erickson, 2013), crip erasure (Kafai 2021), "access intimacy" (Mingus, 2017) and "leaving evidence (Mingus 2011). In discussing the transformative potential of access intimacy Mingus writes, “The power of access intimacy is that it reorients our approach from one where disabled people are expected to squeeze into able bodied people’s world, and instead calls upon able bodied people to inhabit our world. It challenges able bodied supremacy by valuing disability—not running from disability—but moving towards it. It asserts that there is value in disabled people’s lived experiences. In this way, it reframes both how and where solidarity can be practiced. Access intimacy is shared work by all people involved, it is no longer the familiar story of disabled people having to do all the work to build the conversations and piece together the relationship and trust that we know we need for access—that we know we need in order to survive” (Mingus, 2017,np). Using specific examples from the course materials for this week discuss the ways that these different concepts are all enactments of Disability Justice and/or the radical model (Withers 2012) contributing towards building crip futures. Feel free to choose one in specific and make sure that you define the concept using the course texts.
Question
Please respond to the following prompts. You can either share your thoughts in seminar or through this discussion board space. Responses should be around 150-200 words and make explicit engagement with the class materials for this class. If you are unable to attend seminar, you may also respond to one of your peer's posts and make explicit engagement with the class materials (to get full points). Over the course of the semester we have discussed concepts like "choosing disability" (Clare, 2017), "brillliant imperfection" (Clare, 2017), "deaf gain" (Hurley, 2016) "sites of shame as sites of resistance" (Erickson, 2013), crip erasure (Kafai 2021), "access intimacy" (Mingus, 2017) and "leaving evidence (Mingus 2011). In discussing the transformative potential of access intimacy Mingus writes, “The power of access intimacy is that it reorients our approach from one where disabled people are expected to squeeze into able bodied people’s world, and instead calls upon able bodied people to inhabit our world. It challenges able bodied supremacy by valuing disability—not running from disability—but moving towards it. It asserts that there is value in disabled people’s lived experiences. In this way, it reframes both how and where solidarity can be practiced. Access intimacy is shared work by all people involved, it is no longer the familiar story of disabled people having to do all the work to build the conversations and piece together the relationship and trust that we know we need for access—that we know we need in order to survive” (Mingus, 2017,np). Using specific examples from the course materials for this week discuss the ways that these different concepts are all enactments of Disability Justice and/or the radical model (Withers 2012) contributing towards building crip futures. Feel free to choose one in specific and make sure that you define the concept using the course texts.
Solution
The text you provided is in English, so I will respond in English.
The concepts discussed throughout the semester, such as "choosing disability," "brilliant imperfection," "deaf gain," "sites of shame as sites of resistance," crip erasure, "access intimacy," and "leaving evidence," all contribute to the enactment of Disability Justice and the radical model, as they challenge the able-bodied supremacy and value the experiences of disabled people.
For instance, "choosing disability" (Clare, 2017) and "brilliant imperfection" (Clare, 2017) both challenge the societal norms that view disability as a negative or undesirable state. Instead, they celebrate the unique experiences and perspectives that come with disability, thus contributing to the radical model of disability justice.
"Deaf gain" (Hurley, 2016) is another concept that reframes disability as a positive and valuable experience. It emphasizes the unique skills and perspectives that deaf individuals bring to society, thus challenging the able-bodied supremacy.
"Access intimacy" (Mingus, 2017) and "leaving evidence" (Mingus 2011) both emphasize the importance of creating spaces that are accessible and inclusive for disabled individuals. They call for a shift in perspective, from expecting disabled individuals to fit into an able-bodied world, to creating a world that values and accommodates the experiences of disabled individuals.
In conclusion, all these concepts contribute to the enactment of Disability Justice and the radical model by challenging the able-bodied supremacy and valuing the experiences of disabled individuals. They all contribute towards building crip futures, where disability is not seen as a negative or undesirable state, but as a valuable and unique experience.
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