ABSTRACT

In this article, we explore the social production of able-bodiedness triggered by an art-based research project carried out in an inclusive Chilean school. Grounded in Deleuzoguattarian assemblage theory, we map the multiplicities produced by the collision between social justice research practices and ‘vulnerability’ as a pervading category within the contemporary education policyscape. Analyzing a short film created by students labeled as ‘at risk’, we expose that educational policies aimed at addressing social vulnerability invent ‘the future’ as only habitable for those who materialize able-bodiedness. However, crip futurities also emerge throughout the short film, showing that non-normative expressions of the human can actualize themselves using research as a milieu. These simultaneous and asymmetrical ways of expressing humanness illuminate how intricate the affective relation between research and neoliberal policy is. We conclude by discussing the power of research-assemblages for disorienting ableist biopedagogies and legitimizing futures other than those of compulsory able-bodiedness.

摘要

在本文中，我们探讨了在包容性智利学校开展的基于艺术的研究项目引发的健全的社会生产。以德勒佐瓜塔尔组合理论为基础，我们将社会正义研究实践与“脆弱性”之间的碰撞所产生的多样性映射为当代教育政策景观中的一个普遍类别。通过分析被标记为“处于危险中”的学生创作的短片，我们揭示了旨在解决社会脆弱性的教育政策创造了“未来”，因为只有那些实现健全的人才能居住。然而，短片中也出现了瘸腿的未来，表明人类的非规范表达可以利用研究作为环境来实现自己。这些表达人性的同时且不对称的方式说明了研究与新自由主义政策之间的情感关系是多么复杂。最后，我们讨论了研究组合在迷惑健全的生物教学法和使未来合法化而非强制性健全的未来方面的力量。