{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/83835"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/83835","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"The Medical (School) Model: Bridging the Gap Between Medicine and Disability Studies","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Allen, Catherine; 0000-0001-5607-3784"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Johnson, David","Comparative Literature"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-06-17T19:54:35Z","date_published":"2022-06-17T19:54:35Z","updated_at":"2026-07-27T19:05:28Z","subjects":["disability studies","medicine","education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. 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University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/83835"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","The fields of medicine and disability studies have historically been at odds. Rejecting the medical model of disability as an individual tragedy to be fixed or cured, disability scholars and activists have focused our attention on the social aspects—such as negative attitudes, inaccessible built environments, and discriminatory laws and policies—that themselves constitute disability. Taking this disciplinary gap as a point of departure, this dissertation addresses distinct but related questions regarding the conceptual compatibility of traditional medical and disability studies perspectives, as well as ways they might be practically integrated to enhance medical education on disability. Specifically, it seeks ways not only to build on the incorporation of disability-related material into undergraduate medical education, but beyond this, to use disability as a critical framework through which to reconceptualize some of the foundations of medicine. This process of “cripping,” defined here, requires both increasing the visibility and involvement of people with disabilities and the fundamental reconfiguration of the understanding of the role disability plays in shaping, in this case, medical discourse. Beginning with a comparative analysis of the theoretical frameworks of disability studies and medicine, it imagines the integration of these disparate bodies of knowledge into one, comprehensive model of disability that could be used to transform some of the most common pedagogical practices utilized in medical education. It examines, in particular, the areas of cultural competence and medical humanities, arguing that disability studies should be used as a critical framework through which to shift the medical gaze from “cultural” to “structural” competence, thereby enabling a broader view and a wider-ranging set of possible interventions. The dissertation argues, ultimately, that a foundational “cripping” of medicine, without requiring a complete overhaul of existing curricular structures, would enable a more comprehensive, inclusive, and socially-oriented approach to care and cure that would empower both health care providers and patients from all backgrounds."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Medical (School) Model: Bridging the Gap Between Medicine and Disability Studies"]}]}],"canonical_facts":{"dc:contributor":["Johnson, David","Comparative Literature"],"dc:creator":["Allen, Catherine; 0000-0001-5607-3784"],"dc:date":["2022-06-17T19:54:35Z","2019"],"dc:description":["Ph.D.","The fields of medicine and disability studies have historically been at odds. Rejecting the medical model of disability as an individual tragedy to be fixed or cured, disability scholars and activists have focused our attention on the social aspects—such as negative attitudes, inaccessible built environments, and discriminatory laws and policies—that themselves constitute disability. Taking this disciplinary gap as a point of departure, this dissertation addresses distinct but related questions regarding the conceptual compatibility of traditional medical and disability studies perspectives, as well as ways they might be practically integrated to enhance medical education on disability. Specifically, it seeks ways not only to build on the incorporation of disability-related material into undergraduate medical education, but beyond this, to use disability as a critical framework through which to reconceptualize some of the foundations of medicine. This process of “cripping,” defined here, requires both increasing the visibility and involvement of people with disabilities and the fundamental reconfiguration of the understanding of the role disability plays in shaping, in this case, medical discourse. Beginning with a comparative analysis of the theoretical frameworks of disability studies and medicine, it imagines the integration of these disparate bodies of knowledge into one, comprehensive model of disability that could be used to transform some of the most common pedagogical practices utilized in medical education. It examines, in particular, the areas of cultural competence and medical humanities, arguing that disability studies should be used as a critical framework through which to shift the medical gaze from “cultural” to “structural” competence, thereby enabling a broader view and a wider-ranging set of possible interventions. The dissertation argues, ultimately, that a foundational “cripping” of medicine, without requiring a complete overhaul of existing curricular structures, would enable a more comprehensive, inclusive, and socially-oriented approach to care and cure that would empower both health care providers and patients from all backgrounds."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/83835"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["disability studies","medicine","education"],"dc:title":["The Medical (School) Model: Bridging the Gap Between Medicine and Disability Studies"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:28Z"}