Being human as praxis: for people with learning disabilities.

Area of Science:

• Social Sciences
• Humanities
• Critical Theory
• Disability Studies

Background:

• The concept of 'being human as praxis' offers a novel lens for understanding the lives of People with Learning Disabilities.
• Existing social and critical theories often overlook the complex realities of this population.
• Postcolonial and critical disability theories provide a framework for analyzing societal structures impacting People with Learning Disabilities.

Purpose of the Study:

• To offer an original insight into critical and social theory by examining 'being human as praxis' in relation to People with Learning Disabilities.
• To analyze how the praxis of People with Learning Disabilities is shaped by a disablist and ableist world.
• To explore themes of disposability, otherness, and neoliberal-ableism in the context of learning disabilities.

Main Methods:

• Theoretical exploration drawing on postcolonial and critical disability theory.
• Analysis of 'being human as praxis' within specific societal contexts: culture of disposability, absolute otherness, and neoliberal-ableist society.
• Incorporation of the activism of people with learning disabilities as a form of celebration and resistance.

Main Results:

• 'Being human as praxis' for People with Learning Disabilities is presented as sophisticated and generative, yet constrained by societal ableism.
• The study identifies key challenges including a culture of disposability, experiences of absolute otherness, and the confines of neoliberal-ableist structures.
• Activism by people with learning disabilities demonstrates resilience and agency within these challenging contexts.

Conclusions:

• Simultaneously decolonizing and depathologizing knowledge production is crucial for accurate representation.
• Recognition of the inherent value and agency of People with Learning Disabilities is paramount.
• Advocates for a shift towards writing *for* rather than *with* People with Learning Disabilities to ensure their perspectives are centered.