"Every Child Left Behind"

Rather than expect that disabled students submerge their disability experiences in order to pass as non-disabled (the primary aim of inclusionism), a curricular cripistemologies methodology draws upon the latent disability knowledge available in the classroom. Through readings of long-taught texts whose stories turn on disability insights, the article identifies opportunities for making disability an active part of the learning environment. Crip arts of failure within curricular cripistemologies lead to alternative ethical mappings of non-normative living coordinates that privilege interdependency over liberal concepts of the autonomous subject. Doing so potentially sets the stage for disabled students to recognize their experiences as something to be cultivated as a form of alternative expertise rather than as useful only to the degree that disability can be disguised and hidden away. It also operationalizes disability into an active, unabashed, and less stigmatizing part of classroom discourse from whic...