
SF 101: A Guide to Teaching and Studying Science Fiction

approach disability “as something to think with rather than about” because “disability is mimetic.
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
repeated instances of the erasure,
Karen Hellekson • SF 101: A Guide to Teaching and Studying Science Fiction
Impairment itself,
Karen Hellekson • SF 101: A Guide to Teaching and Studying Science Fiction
SF has long commented on what characteristics determine a “quality human being;”
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”
Karen Hellekson • SF 101: A Guide to Teaching and Studying Science Fiction
Disability studies does not treat disease or disability, hoping to cure or avoid them; it studies the social meanings, symbols, and stigmas attached to disability identity and asks how they relate to enforced systems of exclusion and oppression,
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
obsessed with disability as it is with space travel