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

Abstract

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.

Keywords:

• de Certeau
• Disability
• Discipline
• Dyslexia
• Performativity

Acknowledgements

The authors would like to thank the following for their timely and valuable assistance: Bruce Henderson, Keith Nainby, John Warren, Nick Zoffel, and our anonymous reviewers.

Additional information

Notes on contributors

Deanna L. Fassett

Deanna L. Fassett (Ph.D., Southern Illinois University, 2000) is Associate Professor of Communication Studies at San José State University

Dana L. Morella

Dana L. Morella is a graduate student and part-time faculty member in the Department of Communication Studies at San José State University