The paper posits that being human as praxis—in relation to the lives of People with Learning Disabilities—offers a significant and original insight into critical and social theory across the social sciences and humanities. Drawing on postcolonial and critical disability theory I suggest that being human as praxis of People with Learning Disabilities is sophisticated and generative but is always enacted in a deeply disablist and ableist world. I explore being human as praxis in (i) a culture of disposability; (ii) the midst of absolute otherness and (iii) the confines of a neoliberal-ableist society. For each theme I start with a provocation, follow up with an exploration and end with a celebration (with the latter referencing the activism of people with learning disabilities). I conclude with some thoughts on simultaneously decolonising and depathologising knowledge production, the importance of recognition and writing for rather than with People with Learning Disabilities.

该论文认为，作为实践的人类——与学习障碍者的生活相关——为跨社会科学和人文学科的批判和社会理论提供了重要且原创的见解。借鉴后殖民和严重残疾理论，我认为作为学习障碍者的人性实践是复杂的和富有创造力的，但总是在一个深深的残疾和残疾主义世界中实施。我探索作为人类的实践：（i）一次性文化；（ii）绝对的差异性和（iii）新自由主义社会的界限。对于每个主题，我都以挑衅开始，随后进行探索，最后以庆祝结束（后者指的是有学习障碍的人的行动主义）。最后，我对知识生产的去殖民化和去病态化进行了一些思考，以及为有学习障碍的人而不是为有学习障碍的人识别和写作的重要性。