Goodley, D. (2007). Towards socially just pedagogies: Deleuzoguattarian critical disability studies. International Journal of Inclusive Education, 11(3), 317–334.
Goodly describes how emerging, emancipatory understandings of disability offer new possibilities for critical pedagogy and socially just schools. Emancipatory understandings of disability situate disablement in the social and political realms rather than situation disability within the individual (medical model). Goodly argues that a new understanding of disabled students as “becoming” rather than "fixed" beings, defined by their impairment, offers opportunity to reconfigure learning environments that create opportunities for disabled students, teachers and all students to re-imagine social relations that disrupt the segregation and marginalization of disabled students. Through these new social relations students with disabilities come to be understood as learners and contributors rather than as students who are lacking and/or in need of special education services and professionalized interventions. This argument is aligned with the approach of inclusive post-secondary education, which avoids understanding students through labels and impairment and engages professors in the process of discovering the ways in which students may engage with the course material through belonging to the class and modifications to the course work and/or classroom arrangements.