Abstract

The purpose of this article is to engage crip theory in a critical analysis of the calls within elementary education for a return to normalcy. I seek to question the ways Covid-19 has reinforced orientations towards normalcy by asking where normalcy went and how the calls for its return reveal the fundamental limits of inclusion within schools. Uses of the terms normalcy, normal, and normative within the context of this article refer to the mythical white, male, able-bodied, middle-class, heteronormative figure that remains hegemonic as well as widely resisted, questioned, and critiqued within critical disability studies. Through the application of crip theory and cripistemologies, I contend in this article that calls to return to normally engage in a persistent effort to erase and exclude disabled children and youth from a potentially transformative and necessary conversation about how we might pursue conceptualizations and enactments of inclusion outside of its current adherence to normative neoliberal aims and objectives. Rather than accepting the conditions of inclusion (i.e., the sustaining of normalcy) in its current neoliberal iteration, in this article I invite educators to crip calls for inclusion and crip calls for a return to normal.

摘要

本文的目的是让 crip 理论对基础教育中要求恢复正常的呼声进行批判性分析。我试图质疑 Covid-19 加强对常态定位的方式，方法是询问常态去了哪里以及要求恢复常态的呼声如何揭示了学校内包容的基本限制。本文上下文中常态、正常和规范等术语的使用指的是虚构的白人、男性、身体健全的中产阶级异性恋人物，他们仍然处于霸权地位，并在严重残疾中受到广泛抵制、质疑和批评学习。通过应用crip理论和cripistemologies，我在这篇文章中主张，呼吁回归正常，坚持不懈地努力，将残疾儿童和青年从潜在的变革性和必要的对话中抹去和排除，讨论我们如何在当前遵守规范的新自由主义目标之外追求包容的概念化和实施和目标。在本文中，我没有接受当前新自由主义迭代中的包容条件（即维持常态），而是邀请教育工作者削弱对包容的呼吁，削弱对恢复正常状态的呼吁。