Change, no change, and „Third Space” of disability discourse

This article discusses the analogy between the colonial system and the features of the contemporary disability discourse. In the context of the changes that have already taken place and those   that we still expect and do not follow, I will try to compare the selected assumptions of the contemporary educational system with the features of space limited by the colonial boundaries of freedom and identity of disabled individuals, their depersonalization and subordination. As a possible way to improve, I will try to show the basic assumptions of the Homi K. Bhabha’s concept of the Third Space, extending the still pedagogical boundaries of research into a new area of postcolonial theory.

This article discusses the analogy between the colonial system and the features of the contemporary disability discourse. In the context of the changes that have already taken place and those   that we still expect and do not follow, I will try to compare the selected assumptions of the contemporary educational system with the features of space limited by the colonial boundaries of freedom and identity of disabled individuals, their depersonalization and subordination. As a possible way to improve, I will try to show the basic assumptions of the Homi K. Bhabha’s concept of the Third Space, extending the still pedagogical boundaries of research into a new area of postcolonial theory.