
SF 101: A Guide to Teaching and Studying Science Fiction

Impairment itself,
Karen Hellekson • SF 101: A Guide to Teaching and Studying Science Fiction
when scholars make arguments about the representation of disability in SF, they must also be cognizant to not ignore or discount the lived realities of people with disabilities.
Karen Hellekson • SF 101: A Guide to Teaching and Studying Science Fiction
There is a great deal of pressure to rehabilitate, or to “make normal,” the disabled person or otherwise risk condemnation from both the medical and social communities.
Karen Hellekson • SF 101: A Guide to Teaching and Studying Science Fiction
aura of deficiency and lack
Karen Hellekson • SF 101: A Guide to Teaching and Studying Science Fiction
considering the material conditions and kind of body that is being “left behind.”
Karen Hellekson • SF 101: A Guide to Teaching and Studying Science Fiction
also a normative construct—as bodily or cognitive difference should not be equated with the sense of deficiency that attends the word—
Karen Hellekson • SF 101: A Guide to Teaching and Studying Science Fiction
A DS reading of prosthetics and other medical modifications in SF must be careful not to idealize the transformative potential of such technologies while neglecting a discussion of the bodies most often targeted for and affected by such interventions.
Karen Hellekson • SF 101: A Guide to Teaching and Studying Science Fiction
disability not as an individual defect but as the product of social injustice,
Karen Hellekson • SF 101: A Guide to Teaching and Studying Science Fiction
Vulnerability is positioned, then, as that which impairs agency in the ‘damaged’ other while inspiring moral action on the part of the secure self to make good the perceived lack”