References
- Abberley, P. 1987. The concept of oppression and the development of a social theory of disability. Disability, Handicap and Society 2: 5–19.
- Arendt, H. 1958. The human condition. Chicago, IL: University of Chicago Press.
- Arendt, H. 1971. The life of the mind, Vol. I (Thinking). New York: Harcourt Brace Jovanovich.
- Barnes, C., and M. Oliver. 1995. Disability rights: Rhetoric and reality in the UK. Disability and Society 19: 111–16.
- Benhabib, S. 1992. Situating the self: Gender, community and postmodernism in contemporary ethics. New York: Routledge.
- Benhabib, S. 1996. The reluctant modernism of Hannah Arendt. Thousand Oaks, CA: Sage Publications.
- Bogdan, R., and S. Taylor. 1989/1993. Relationships with severely disabled people: The social construction of humanness. In Perspectives on disability, M. Nagler, ed., pp. 97–108. Palo Alto, CA: Health Markets Research.
- Calasso, R. 1998. Ka: Stories of the mind and gods of India. New York: Alfred A. Knopf.
- Erevelles, N. 2000. Educating unruly bodies: Critical pedagogy, disability studies, and the politics of schooling. Educational Theory 50: 25–48.
- Gabel, S. 1997. A theory of an aesthetic of disability. Unpublished doctoral dissertation. East Lansing, MI: Michigan State University.
- Gabel, S. 1999. Depressed and disabled: Some discursive problems with mental illness. In Disability discourse, M. Corker and S. French, eds., pp. 38–46. England: Open University Press.
- Gabel, S. 2001. I wash my face with dirty water: Narratives of disability and pedagogy. Journal of Teacher Education 52(1): 48–56.
- Gould, S. J. 1981. The mismeasure of man. New York: W. W. Norton and Company.
- Linton, S. 1998. Claiming disability: Knowledge and identity. New York: New York University Press.
- Miedema, S., and W. Wardekker. 1999. Emergent identity vs. consistent identity: Possibilities for a postmodern repoliticization of critical pedagogy. In Critical theories in education: Changing terrains of knowledge and politics, T. Popkewitz and L. Fendler, eds., pp. 67–83. New York: Routledge.
- Mohanty, C. 1994. On race and voice: Challenges for liberal education in the 1990’s. In Between borders: Pedagogy and the politics of cultural studies, H. Giroux and P. McLaren, eds., pp. 145–60. New York: Routledge.
- Pagano, J. 1999. Critical education and the liberal arts. In Critical theories in education: Changing terrains of knowledge and politics, T. Popkewitz and L. Fendler, eds., pp. 229–47. New York: Routledge.
- Peters, S. 1996. The politics of disability identity. In Disability and society: Emerging issues and insights, L. Barton, ed., pp. 215–34. New York: Pergamon.
- Popkewitz, T. 1999a. Introduction: Critical traditions, modernism, and the “posts.” In Critical theories in education: Changing terrains of knowledge and politics, T. Popkewitz and L. Fendler, eds., pp. 1–13. New York: Routledge.
- Popkewitz, T. 1999b. A social epistemology of educational research. In Critical theories in education: Changing terrains of knowledge and politics, T. Popkewitz and L. Fendler, eds., pp. 17–42. New York: Routledge.
- Shakespeare, T. 1997. Cultural representations of disabled people: Dustbins for disavowal? In Disability studies: Past, present and future, L. Barton and M. Oliver, eds., pp. 217–36. Leeds, England: The Disability Press.
- Torres, C. A. 1999. Critical theory and political sociology of education: Arguments. In Critical theories in education: Changing terrains of knowledge and politics, T. Popkewitz and L. Fendler, eds., pp. 87–115. New York: Routledge.
- Woolf, V. 1938. Three guineas. New York: Harcourt Brace Jovanovich.