Instructor Information
Name: Matthew Wappett, Ph.D.
Office Hours: TTh 11-12 am or by appointment
Office Location: Center on Disabilities and Human Development, 121 West Sweet Avenue, Room 116B
Telephone: (208) 885-6144
Email address: wappett@uidaho.edu
Web: www.idahodisability.blogspot.com or www.idahocdhd.org
Course Meeting Information
Meeting Dates: January 13-May 14, 2009
Day and Time: MWF 2:30-3:20
Location: TLC 023
Course Description
This course is designed to give you a good basic understanding of how disability is experienced and perceived in the modern world and to give you an introduction the field of disability and cultural studies. We will be covering a wide range of issues including the history of oppression that individuals with disabilities have experienced; the pros and cons of policies designed to equalize opportunities for individuals with disabilities; cultural representations of disability in pop culture, movies, and literature, and how these pervasive media shape and perpetuate stereotypes. We will also look at current issues in bioethics including genetic testing, abortion, growth limitation, environmental contaminants and more…but most importantly you will come to an understanding of how our body-centric culture has created you.
Course Learning Objectives
On completion of this course you will be able to:
- Understand and discuss the multi-disciplinary and inter-disciplinary nature of disability studies;
- Demonstrate an understanding of the intersectionality of disability, race, class, gender, and sexuality;
- Identify and critically discuss the ways in which literature, art, advertising, movies, music, and other forms of popular culture create, perpetuate, and promote stereotypes about people with disabilities;
- Understand and provide concrete examples of how the social and built environment contribute to the phenomenon of “disablement”;
- Differentiate between moral, medical, rehabilitation, and social models of disability in a complex and historically aware fashion;
- Identify and critique the political, economic, and sociocultural forces that have shaped Western society's understanding of disability;
- Understand and describe how historical events have informed social and public policy related to the phenomena of disability and difference;
- Articulate a basic understanding of the rights of people with disabilities and their families;
- Describe the implications of various conceptualizations of disability and how they relate to cultural standards of normality/ability, eugenics, mental competence, citizenship, inclusion, beauty, and strength;
- Articulate key definitions, categories, critiques, and controversies that are driving current research and scholarship in disability studies;
- Discuss ways to resist or replace stereotypes about people with disabilities, and ways in which you can promote informed, accurate, and respectful ideas, attitudes, and actions.
- Explore new frontiers for your own possible engagement in disability related fields.
University Learning Outcomes & This Class
- Learn and Integrate: Through independent learning and collaborative study students will attain, use, and develop knowledge of disability, difference, and society in the arts, humanities, sciences, and social sciences, and demonstrate disciplinary specialization and the ability to integrate information across disciplines through written work, participation in class discussions, and a final project.
- Think and Create: Students will use multiple thinking strategies to examine, understand, and critique real-world issues related to disability and society. Students will also explore creative avenues of expression, solve problems, and make consequential decisions through their engagement with the course content, service learning, and written and/or
- Communicate: Students will acquire, articulate, create and convey intended meaning using verbal and non-verbal methods of communication that demonstrate respect and understanding in a complex society.
- Clarify Purpose and Perspective: Students will explore their life purpose and meaning through transformational experiences that foster an understanding of self, relationships, and diverse global perspectives. Students will achieve these goals through service learning, and critical discussion and writing activities within and without the classroom walls.
- Practice Citizenship: Students will apply principles of ethical leadership, collaborative engagement, socially responsible behavior, respect for diversity in an interdependent world, and a service oriented commitment to sustain local and global communities. Students will achieve this objective through service learning activities, and active community, state, national, or global engagement with issues related to disability, society, and self.
Common Core Discovery Course Objectives
- Develop academic skills necessary for success in this and other college courses.
- enhance note-taking abilities
- practice active reading
- develop a working knowledge of university library computer databases
- develop successful time management skills
- enhance computer skills
- Develop effective communication skills
- practice conveying your ideas in written and oral form
- develop interpersonal skills
- accomplish tasks through group work
- Develop the ability to think critically
- learn how to identify and evaluate arguments
- learn how to identify and question assumptions
- develop the ability to assess multiple perspectives on a single issue/topic
- Develop the ability to use effectively a variety of methods of inquiry
- develop an awareness of methods of inquiry used in a variety of academic disciplines
- Practice gathering data from a variety of sources.
- Be introduced to a number of academic disciplines and their interdependence
- Become aware of and sensitive to the diversity of humankind
- develop an understanding of diverse values, attitudes, and interpretations
- become aware of how values are shaped by culture
- critically examine personal values and attitudes
- Understand contemporary experience in light of past events that have shaped present circumstances
- Experience the diversity of campus culture by attending lectures, concerts, theater productions, gallery exhibits, etc.
Course Texts and Materials
You are responsible for obtaining your own copy of the required texts. Other readings for the course will be posted online for you to download. Readings will be posted at least one week before you are required to respond to them in class or in the online Discussion Forums.
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Points of Contact: Disability, Art, and Culture edited by Susan Crutchfield and Marcy Epstein (2000). University of Michigan Press. ISBN: 0472067117
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Frankenstein (Norton Critical Editions) by Mary Wollstonecraft Shelley (1995). W.W. Norton Publishers. ISBN-10: 0393964582
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Geek Love by Katherine Dunn (1993). Warner. ISBN-10: 0446391301
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The Spiral Cage by Al Davison with introduction by Alan Moore (2003). Active Images. ISBN-10: 0974056715
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Daredevil: The Man Without Fear by Frank Miller (2009). Marvel Comics. ISBN-10: 0785134786
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Astonishing X-Men Vol 1: Gifted by Joss Whedon and John Cassaday (2004). Marvel Comics. ISBN-10: 0785115315
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Other readings as assigned will be provided online by the instructor
The Language of Disability Requirement
Currently, there are two main ways of referring to disability endorsed by different segments of the disability community: social model/civil rights language (‘disabled people’) and people first language (‘people with disabilities’). Both of these usages are widely acceptable to many disabled people/people with disabilities. If in doubt about what kind of language is appropriate, ask.
Finally, please read these guidelines regarding writing and speaking about people with disabilities at: http://www.apastyle.org/disabilities.html. I will be holding you to these guidelines throughout the course, so it’s in your best interest to read, be familiar with, and adhere to these requirements. I will explain why later...
Assignments
Attitude and Participation (100 points)
You are expected to attend class, participate, and to contribute to group discussions and projects. This does not mean piping up in class every day, but it does require attention and engagement. This is a graded element of the course. Half of this portion of the grade will be determined by the instructor and half by group members, who will describe and grade your group contributions throughout the semester.
In Class Quizzes (??? points):
To participate in class this second semester you will have to do the readings that I give you. If in-class discussion is moving along and I get the sense that you are reading I don't see any reason why I should create extra grading for myself by creating reading quizzes. If I get the sense that you are not reading or engaging with the material I will develop short reading quizzes to be completed at the beginning of class. These short quizzea would be worth 10-20 points and will take no longer than 5 minutes...but we don't want to do quizzes do we? It's therefore in your interest to do the reading and to come to class prepared to discuss and engage with the material and ideas.
Cultural Artifacts: Representations of Disability in Everyday Life (5 items x 50 points= 250 points)
You will be required to find three “artifacts” that relate to the representation of disability in our modern world. The artifacts you select will come from the world around you and they should have some relation to the constructs of disability & normalcy. We call these items “artifacts” since they are a reflection of our culture and by analyzing them we are uncovering the historical assumptions regarding disability. This is the “archaeology of knowledge” as per Foucault.
The assignment involves collecting 4 items that relate to disability and our modern culture, then writing an explanation of each item (maximum of one single-spaced, typewritten page in length) that includes the following:
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Description of the item (10%):
- What is it?
- How did you find it?
- Who are the authors and/or audience?
- Where is it produced, and when / where would you encounter it?
- Evaluation and Interpretation of the item or observation: (40%)
- For what purpose was this artifact produced?
- What is the thesis / main idea / message that this artifact is trying to communicate?
- What's the message about disability?
- Description of how the item would fit into the major Models of Disability that we have discussed in class (Moral, Medical, Charity/Tragedy, Rehabilitation, Social – May be more than one model). You should also discuss how the artifact either perpetuates or deconstructs stereotypes about disability (50%).
On the day artifacts are due you should come prepared with the “artifact” or a picture or representation of it, and then be prepared to talk for 2-3 minutes about how it relates to you and the constructs of disability/normalcy and which model of disability it signifies.
As long as you are thoughtful and can provide critical insight on your artifact’s relationship to the constructs of disability/normalcy, you will receive full credit. Be creative and thoughtful. That’s what matters here.
Artifact Due Dates:
- Item #1: Cartoon or toy -- Due January 30, 2009
- Item #2: Advertisement --Due February 13, 2009
- Item #3: Painting, sculpture, or other piece of art -- Due February 27, 2009
- Item #4: Song Lyrics -- Due March 13, 2009
- Item #5: News or magazine article on anything disability related -- Due March 27, 2009
Movie Responses (25 points x 5 responses = 125 points)
I will be showing 5 films this semester that deal with disability issues and you are encouraged to attend each showing, although you may be able to rent some of these movies on your own for home viewing. You will be required to respond to all of the films.
The films this semester are more popular Hollywood fictional fare that have specific relevance to the portrayal of disability and normality in modern society. Your response for each film will adhere to the following format and should be approximately be approximately 400-500 words.
Each movie response should include the following:
- 1 paragraph synopsis of the movie's plot
- 1 paragraph describing the main thesis / theme(s) of the movie...what was the message the filmmakers were trying to communicate?
- 1 paragraph describing how the main themes of the movie connect with the models of disability we've discussed in class...does the movie reflect a medicalized/deficit model of disability? or is it a more empowering portrait that focuses on the social barriers that "disable" the character(s)? Does the movie reinforce or deconstruct stereotypes about disability?
- 1 paragraph of your personal reaction to the movie.
Do not try to copy, paraphrase, or plagiarize movie reviews or criticism from online movie review sites or other copyrighted resources. Any plagiarism will result in a zero for this assignment.
Movie Schedule:
- My Left Foot (1990)
- Frida (2002)
- Richard III (1995)
- Mary Shelley's Frankenstein (1994)
- Quid Pro Quo (2008)
- X-Men: The Last Stand (2006)
Midterm Art Project & Forum (200 points)
Since we are looking at disability in the humanities this semester we are going to also try and tap into your artistic capacities. For this assignment you will have a choice of formats, but one thing will hold true for all of them: they all require you to write something creative and provide an artistic representation of it. Thankfully, you will be able to work in groups on this assignment, so you can hopefully find someone who will match or complement your abilities. For this assignment you will create one of the following:
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An illustrated childrens' book that portrays people(s) with disabilities in way(s) that challenge common stereotypes or misconceptions.
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A 5-10 page graphic novel type story with illustrations and text that subverts the traditional able-bodied, ultra-masculine and/or overly sexualized feminine superhero stereotype.
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A digital video or flash animation that addresses issues of disability in society and challenges our notions of normality.
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A poetry broadside that illustrates and textually portrays some aspect of disability and/or normality (see
http://www.broadsidedpress.org/more-gallery.shtml for examples of a broadside...also see: http://www.poets.org/viewmedia.php/prmMID/17024).
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A sculpture that represents some aspect of disability and/or normality and an explanatory 3 page guide to the work that discusses the origin of your idea(s), process, materials, and symbolism.
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A painting using watercolor, oil, acrylic, or mixed media that represents some aspect of disability and/or normality and an explanatory 3 page guide to the work that discusses the origin of your idea(s), process, materials, and symbolism.
I will provide more information on this project as we get further into the semester, but you will submit a preliminary one page proposal to me by February 6, 2008; the final midterm project will be due on March 11, 2008.
Final Project (450 points)
The majority of Spring Semester will be spent working on your final project. This project will consist of four discrete components.
- A Proposal (50 points): Towards the beginning of the semester you will be asked to submit a proposal for the final project you'd like to work on. I will provide feedback on your proposal and will help you refine it. This will be due on February 9, 2009.
- An Annotated Bibliography (50 points x 2 = 100 points): Yes, you're going to have to do some extra reading. After your proposal has been approved you need to go and see what others have written about your topic. You will turn in your annotated bibliography in 2 chunks. 4 sources by March 6, 2009, and then another 4 sources by April 1, 2009, for a total of at least 8 sources of research.
- A Final Paper (200 points): Your final project will be due on April 30, 2009.
- Final Presentation (100 points): We will do in class presentations during the last two weeks of class...your final presentation should be in the form of a Powerpoint or some other electronic medium that we can all look at and that can be posted on your blog. We will discuss this more in class and will schedule presentations after mid-terms.
Late Assignment Policy
Normally, all late assignments are penalized 10% for each day late (20% for any paper due on a Friday and turned in on the following Monday). After three days late assignments will receive a grade of no higher than "C". Assignments will not be accepted more than one week late, and a grade of 0 will be recorded for that assignment.
Grading Scale and Grading Policies
Your final grade will be based upon the percentage of total points earned by you over the semester:
- A = 90% - 100%
- B = 80% - 89%
- C = 70% - 79%
- D = 60% - 69%
- F = Less than 60%
I do give A's, and I do give F's. Both require work and are earned; neither should be a surprise. If you're concerned about the quality of your work, or don’t understand a grade please come and talk to me. Here’s what grades in my class mean:
- A = Exceptional work that goes beyond the expectations of the assignment/course.
- B = Very good work that meets all expectations.
- C = Good work that just demonstrates a basic understanding of course material.
- D = Less than satisfactory work that demonstrates little understanding or effort. D’s are also earned by a failure to attend class regularly
- F = Failure. Students most regularly fail courses in three ways: failing to complete assignments, failing to complete assignments on time, and failing to attend class. Plagiarism is also a good way to earn an automatic F.
The final grade students receive is based entirely on points earned and lost through assignments, homework, attendance, and contribution to discussions. Unless I have made a mathematical error, final grades are non-negotiable. Also, I won’t grade you down because I don’t like you, and I won’t grade you up because I do like you.