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Entre disability studies et études sur le handicap: 40 ans d'enjeux d'accès, de traduction et d'éducation. (French)
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- Author(s): Bérubé, Patricia
- Source:
Canadian Journal of Disability Studies; Sep2023, Vol. 12 Issue 2, p177-202, 26p
- Subject Terms:
- Additional Information
- Alternate Title:
Between disability studies and études sur le handicap: 40 years of access, translation and education issues. (English)
- Subject Terms:
- Abstract:
The emergence of the discipline of disability studies primarily took place in English Canada, the United States and England during the 1980s. While the Society for Disability Studies was founded in Maryville, Tennessee in 1982, it was not until 2004 that the Canadian Disability Studies Association (CDSA-AÉCH) was founded. Despite the fact that this association is bilingual, this long lapse of time before its creation is representative of a larger issue: forty years after the arrival of this discipline in the Anglo-Saxon world, it is clear the Quebec and Franco-Canadian literature is lacking on this specific topic. This article aims to encourage social awareness of these issues of access, translation, and education. It is through my perspective as a researcher, activist and Francophone Québécoise neurodivergent woman that I wish to propose avenues of reflection to problematize the absence of bachelor's degree programs in this discipline in French. [ABSTRACT FROM AUTHOR]
- Abstract:
L'émergence des disability studies a vu le jour principalement au Canada anglais, aux États-Unis et en Angleterre pendant les années 1980. Si la Society for Disability Studies a été fondée à Maryville au Tennesse en 1982, il a fallu attendre jusqu'en 2004 avant que l'Association canadienne d'études sur le handicap (ACÉH-CDSA) ne voie le jour. Bien que cette association soit bilingue, le long laps de temps précédent sa création est représentatif d'un enjeu plus large: quarante ans après l'arrivée de ce champ d'études dans le monde anglo-saxon, force est de constater qu'il existe toujours un retard dans la littérature québécoise et franco-canadienne à cet égard. Cet article vise à encourager une prise de conscience sociale sur ces enjeux d'accès, de traduction, mais aussi d'éducation. C'est à travers mon regard de chercheure, d'activiste et de femme neurodivergente francophone québécoise que je souhaite proposer des pistes de réflexion pour problématiser l'absence de programmes de baccalauréat dans ce domaine d'études en français. [ABSTRACT FROM AUTHOR]
- Abstract:
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