Remaking (the) Discipline: Marking the Performative Accomplishment of (Dis)Ability

摘要

In this performative writing, we explore disability as institutionally disciplined and performatively accomplished. Institutions, including colleges and universities, discipline bodies and minds into the semblance of unproblematic ability through strategic exercise of power. In examining these rhetorics as performed and accomplished, we posit performance as a tactical means for recovering an enabling understanding of ability and disability.