Author(s): Mansi Jha

Abstract: This article critically examines the application of Michel Foucault's theories of normalization and discipline within the field of disability studies. It traces the historical evolution of the concept of normality and its entanglement with mechanisms of social control and punishment. Foucault's framework is employed to elucidate how the notion of "normal" developed in tandem with the rise of biopower, shifting disciplinary practices from overt legal restrictions to subtler, yet pervasive, standards of normalization. The study explores how educational institutions, guided by Foucault's theories of power and knowledge, sustain and perpetuate inequalities through practices of surveillance, assessment, and hierarchical differentiation. By integrating Foucault's insights, the article underscores the intricate interplay between power, control, and societal norms, advocating for a re-evaluation of contemporary normalization practices in the context of disability.

DOI: 10.22271/2790-0673.2024.v4.i1c.107

Pages: 185-190 | Views: 942 | Downloads: 641

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