Abstract
This textual analysis examines Alison Gervais’ 2019 young adult novel The Silence Between Us through the framework of Critical Disability Theory (CDT). It investigates the ways in which the text conceptualizes disability according to three principles of CDT, and how the main character navigates interactions between impairment, response, and environment, which shape how she is perceived by and interacts with non-disabled peers. Gervais’ (The silence between us, Blink Young Adult Books, Grand Rapids, MI, 2019) book proves to be groundbreaking in its characterization of the main character, who has a sense of agency and power that allows her to overcome several obstacles and determine her own path in life. This analysis investigates the notion of disability in the text and offers implications for teachers, parents, and researchers who can use this text to promote and create a more inclusive society.
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Erin M. Faeth is a k-12 teacher, current doctoral student, and part-time faculty member in the Department of Literacy, Teaching, & Learning at the University at Albany, State University of New York. Her research interests include literacy development, teacher education, and professional learning.
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Faeth, E.M. Agency, Power, and Disability: A Textual Analysis of The Silence Between Us. Child Lit Educ 52, 433–448 (2021). https://doi.org/10.1007/s10583-021-09453-w
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DOI: https://doi.org/10.1007/s10583-021-09453-w