In this article, I call for a cripping of environmental education as a necessary move in shifting away from the field’s current conceptions of disability as defect and deficiency, and towards disrupting the structures and processes that operate as normalizing technologies within ableism/sanism. Through an examination of the ways that the field of environmental education has/has not engaged critical disability politics, I illuminate how disability is not often included within environmental education literature. When it is, it is often through the use of disability as metaphor or through recommendations for best practices in accommodating disabilities. More often though within environmental education, disability has operated as a hidden curriculum, underpinning much of the field’s curricular, pedagogical, and even philosophical foundations. Through a cripping of the field these compulsory able-bodied/able-minded assumptions are made apparent. I suggest that by centering crip bodies and minds through cripistemologies, we might enable new ways of knowing, being in, connecting to, and understanding the natural world.

在这篇文章中，我呼吁削弱环境教育，以此作为摆脱该领域当前将残疾视为缺陷和不足的概念的必要举措，并打破在能力主义/健全主义中作为正常化技术运作的结构和过程。通过检查环境教育领域已经/没有参与关键残疾政治的方式，我阐明了残疾如何经常不包含在环境教育文献中。如果是的话，通常是通过使用残疾作为隐喻或通过对适应残疾的最佳实践的建议。在环境教育中，残疾问题更常见的是作为一门隐性课程，支撑着该领域的课程、教学甚至哲学基础。通过对这个领域的削弱，这些强制性的身体健全/头脑清醒的假设变得显而易见。我建议，通过cripistemology集中残疾人的身体和思想，我们可能会启用新的方式来认识、存在、连接和理解自然世界。