Emergence of Disability Pedagogy.

Abstract

It is without a doubt that education is liberation and when individuals are marginalized, segregated, and have no access to education, there exists, as Paulo Freire the founder of critical pedagogy would note, oppression (1997). People are of course oppressed for a diversity of reasons -race, class, gender, age, nationality, ethnicity, religion, sexuality, and ability. Ability is the foundation of the justification of the term and philosophy of disability, while disability has been the justification to kill, test on, segregate, abort, and abandon. Oppression is a universal experience that is felt by everyone at one time or another. What must be stressed is that the cause and experience of oppression is not universal, it is personal, while social, political and economic. The central task of critical theorists and critical pedagogues is to analyze and indentify the cause, justification, and history of particular oppressions and to provide space for experiences of that oppression to be heard and understood. We must challenge the systematic domination of all, which creates experiences of oppression, suppression, and repression. Sara Bareilles, the singer of “Love Song” expresses a brilliant, poetic, simple and succinct, experience of oppression in the opening of her song:

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