*Facultas Marginem (FM)*

Facultas Marginem (FM) is a term that points to an aspect of understandings of disability derived at least in part from the existential experience of PWDs being affected by or the result of (for better or worse), certain aspects of one’s socioenvironmental situation. Generally, this aspect of disability is conceived of as the relatively negative (impartation of negativity; worse) experience of PWDs according to the prejudicial, brash, malicious, discriminatory or nescient aspects of a given sociological environment or socioenvironmental context. Or, contrastingly, this aspect of disability may also be conceived of as the relatively positive, agreeable (reduction of negativity: better) experience of PWDs according to the non-existence of certain prejudicial, malicious, brash or nescient aspects of a given sociological environment or socioenvironmental context. Specifically, FM is any thing, or degree thereof, as an ontological manifestation (being of, or constituted by, any socioenvironmental trait that is physical, metaphysical, societal, psychosocietal, epistemological: or any combination thereof), that is categorically held, based in, or emanating from any existential locus being outside of any individual person; necessarily as a condition(s) of a given sociological environment, or socioenvironmental context.

Joseph Carlton Barry, April 24, 2021, University of Kentucky

Beginning on January 10th, 2021. My main blog can be found at

crookedfacenews (wordpress.com)

Please add to your book marks and like accordingly. This blog page will remain active but only as a point of contact and discussion for commentary according to my consultancy related to policy & data, namely as either relates to disability only.

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Joseph Carlton Barry


Update on my work

Joseph Carlton Barry is a entering his second year as a graduate candidate at the University of Kentucky College of Education: Education policy evaluation and analysis department. His dissertation addresses prejudicial empirical understandings of disability by focusing on measuring gaps in institutional data related to Faculty with Disabilities.

Alius Modi Fasho or Facultas Marginem: How Should We Consider Institutional Disability/Socioenvironmental Disability, Psychometrically.

Persons with Disabilities have done their fare share of disrupting oppressive systems over the past 50 years or so. However, the Trump presidency provided a stark reminder, not only of our past, but also of our relatively delicate position amongst society. While it was frightening at times to watch the political sentiment of our Nation unfold, the rhetoric of the outgoing president is no longer the biggest threat facing our community. Rather, our unification as a people amongst society is threatened most by the wind of epistemology, having started again to blow over our collective voice, rather than with it.

In the proposed paper, I contrast the notions of Alius Modi Fasho and Facultas Marginem in relation to prevailing understanding of disability, whereas scholars are reaching a precipitous type of moment. By addressing certain aspects of disability that are a condition of the environment, scholars are on the precipice of producing a good which transcends disability (i.e. drastic reduction of societal barriers). At the same time, scholars’ widespread use of the term disability to specify a certain socioenvironmental phenomenon, perpetuates cultural appropriation, putting disability as our shared identity at risk for empirical genocide, if not extinction.

I first claim that Persons/Scholars with Disabilities should be the only determiner of acceptability regarding the use of the term disability. I then point to systemic data which precludes college faculty with a disability to argue for the development of terminologies which differentiate the locus of socioenvironmental dysfunction from the notion of disability.

the dysfunction that despite our expertise in identifying, is categorically not our own; i.e., the dysfunction is based in the socioenvironmental body of societal institutions.

the whims of methodological measures. that could leave us the degree that sociological improvements t their best, understandings of disability are capable of changing potentially dangerous low due to an advancing practice of cultural appropriation. the good, and the way in which scholars are also advancing is he preclusion of disability from systemic oaligning to some degree over the past five years with a leader who’s rhetoric sounded at times, like the political environment of the 1920s.

Education Leadership according to the Politics of the Underrepresented

Dr. Robert Stanley Oden of California State University Sacramento in teaching a course titled The Politics of the Underrepresented in 2010 inspired me to become a graduate student. The local news in Sacramento ran a story on him that can be seen by following the link below. Get to know the work of this amazing professor by watching. Also, please add and share widely. I’ve also included a link to my Twitter posting of the video at the bottom of this page.


Higher Education Needs to Reconsider its Approach to Persons with Disability

I recently had to question (even to myself) at what point does disability, (especially cognitive/intellectual/mental types), justly make it impossible for one to attain advanced status in education; i.e., PhD, research, and college faculty positions? I had to face the fact even I had agreed that such a point exists. I’ve since concluded otherwise after weeks (maybe years) of considering my reasoning as to where this point is, and as to why it must be a point in the first place. I am going to post a blog in the coming days which discusses not only why such thinking is prejudicial and thus illigetimate as a way of reason, but also explains why I see it that some of the most advanced positions in education (especially in relation to certain fields), absolutely need to make space for Persons with Disability types that are generally considered severe, extreme, etc. of cognitive/intellectual/mental disability.