View in EDS PDF Full Text

Refusals as Access-Otherwise: Cripped Embodiments of Destitution and Prefiguration.

Saved in:
Bibliographic Details
Title: Refusals as Access-Otherwise: Cripped Embodiments of Destitution and Prefiguration.
Authors: BIERDZ, BRAD1
Source: JCT: Journal of Curriculum Theorizing. 2026, Vol. 41 Issue 1, p21-38. 18p.
Subject Terms: *Disability studies, *Critical theory, *Learning, *Teaching methods, *Human behavior, *Autonomy (Psychology), *Disabilities, Inclusion (Disability rights)
Abstract: This article examines the concept of refusal by students with disabilities in educational settings, arguing that refusal—often seen as defiance or dysfunction—can instead be understood as a legitimate and generative form of access that challenges normative demands of participation and learning. Drawing on crip theory and anarchic thought, refusal is framed as both destituent (disrupting coercive educational norms) and prefigurative (envisioning more livable, consent-based modes of engagement), with examples illustrating how students’ refusals create alternative temporalities, semiotic forms, relationalities, and spatial presences in classrooms. The author emphasizes the teacher’s role in responding to refusal not by enforcing compliance but by recognizing and supporting these “access-otherwise” practices, while also acknowledging the risks refusal poses within institutional structures that often pathologize or discipline such behaviors. Ultimately, the article calls for a reimagining of access beyond standardized legibility and productivity, advocating for pedagogies and educational environments that honor diverse embodiments, epistemologies, and modes of presence. [Extracted from the article]
Copyright of JCT: Journal of Curriculum Theorizing is the property of Foundation for Curriculum Theory and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 192339043
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Refusals as Access-Otherwise: Cripped Embodiments of Destitution and Prefiguration.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22BIERDZ%2C+BRAD%22">BIERDZ, BRAD</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22JCT%3A+Journal+of+Curriculum+Theorizing%22">JCT: Journal of Curriculum Theorizing</searchLink>. 2026, Vol. 41 Issue 1, p21-38. 18p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Disability+studies%22">Disability studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+theory%22">Critical theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Human+behavior%22">Human behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion+%28Disability+rights%29%22">Inclusion (Disability rights)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article examines the concept of refusal by students with disabilities in educational settings, arguing that refusal—often seen as defiance or dysfunction—can instead be understood as a legitimate and generative form of access that challenges normative demands of participation and learning. Drawing on crip theory and anarchic thought, refusal is framed as both destituent (disrupting coercive educational norms) and prefigurative (envisioning more livable, consent-based modes of engagement), with examples illustrating how students’ refusals create alternative temporalities, semiotic forms, relationalities, and spatial presences in classrooms. The author emphasizes the teacher’s role in responding to refusal not by enforcing compliance but by recognizing and supporting these “access-otherwise” practices, while also acknowledging the risks refusal poses within institutional structures that often pathologize or discipline such behaviors. Ultimately, the article calls for a reimagining of access beyond standardized legibility and productivity, advocating for pedagogies and educational environments that honor diverse embodiments, epistemologies, and modes of presence. [Extracted from the article]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of JCT: Journal of Curriculum Theorizing is the property of Foundation for Curriculum Theory and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192339043
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 21
    Subjects:
      – SubjectFull: Disability studies
        Type: general
      – SubjectFull: Critical theory
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Human behavior
        Type: general
      – SubjectFull: Autonomy (Psychology)
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Inclusion (Disability rights)
        Type: general
    Titles:
      – TitleFull: Refusals as Access-Otherwise: Cripped Embodiments of Destitution and Prefiguration.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: BIERDZ, BRAD
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 19422563
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: JCT: Journal of Curriculum Theorizing
              Type: main
ResultId 1