Childhood exists within heteronormative time, and likewise, children are expected to develop within normative timelines. Those that fail to "keep up" are constructed by the apparatus of schooling as disabled, and new disciplinary regimes are instituted; students' time is (re)structured to meet the needs of interventions. The focus becomes about correcting an individual student's deficits within these new timetables rather than on how the ableist systems of power keep students from succeeding. This talk draws on my own experiences working in special education and my experiences as a queer/disabled college student in order to use experiences and theories of queer/crip time to construct a new vision of queer pedagogy.
James Sheldon is a PhD student in the Math and Science Focus of the Teaching and Teacher Education Program in the Department of Teaching, Learning, and Sociocultural Studies. His research explores how the apparatus of schooling constructs disabled students' identities, situating this construction in the context of (queer) time, (queer) space, (queer) embodiment, and (queer) thought.