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Disabled children’s childhood studies: a distinct approach?

Curran, Tillie; Runswick-Cole, Katherine

Authors

Katherine Runswick-Cole



Abstract

© 2014, © 2014 Taylor & Francis. This paper suggests that the emergence of disabled children’s childhood studies as an area of study offers a distinct approach to inquiry; it represents a significant shift away from the long-standing deficit discourses of disabled childhoods that have dominated western culture and its reaches. On the one hand, contemporary childhood studies contest normative, Eurocentric mantras around the ‘standard child’; while on the other, disability studies critique the medical discourses and the scope of its authority. However, while drawing on these two approaches, disabled children’s childhood studies provide more than this combined critique. In disabled children’s childhood studies, disabled children are not viewed as necessarily having problems or being problems, but as having childhoods.

Journal Article Type Article
Publication Date Nov 26, 2014
Journal Disability and Society
Print ISSN 0968-7599
Electronic ISSN 1360-0508
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 29
Issue 10
Pages 1617-1630
APA6 Citation Curran, T., & Runswick-Cole, K. (2014). Disabled children’s childhood studies: a distinct approach?. Disability and Society, 29(10), 1617-1630. https://doi.org/10.1080/09687599.2014.966187
DOI https://doi.org/10.1080/09687599.2014.966187
Keywords disability, childhood, children, norms
Publisher URL http://dx.doi.org/10.1080/09687599.2014.966187