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2018
Volume 59, Issue 4
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348
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Abstract

This project is an interdisciplinary endeavor to connect research in the teaching of English with Critical Disability Studies, an intersection that is crucial to disrupting ableism and creating more liberatory schooling and societal contexts that embrace broader notions of human differences. Invoking critical content analysis of five young adult novels that depict characters with Tourette syndrome (TS), we asked, how are various models for understanding “disability” invoked in YA fiction that depicts Tourette syndrome? How do these various models function to reinforce, complicate, or reconstruct in a more progressive way notions about human difference in YA fiction that depicts Tourette syndrome? We focused on one of the many pervasive tropes found within all five novels using the psychodynamic construct of splitting. In particular, we call attention to depictions of TS as embodying an animal—most often a dog—that splits off into the bad/dangerous side, usually subsumed within a character’s “normal self.” This trope can be seen as part of broader, historical discourses that have dehumanized disabled people, constructing them as “other” and subsequently rationalizing exclusionary practices. We advocate for and discuss ways for scholars and educators to continue integrating disability from the margins to the center in literacy research.

© 2025 by the National Council of Teachers of English
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2025-05-01
2026-06-12
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/content/journals/10.58680/rte2025594496
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Applying a Critical Disability Studies Lens to Young Adult Literature: Disrupting Ableism in Depictions of Tourette Syndrome
Research in the Teaching of English 59, 496 (2025); https://doi.org/10.58680/rte2025594496
/content/journals/10.58680/rte2025594496
/content/journals/10.58680/rte2025594496
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