Becoming Differently: Toward a New Pedagogy of Disability in Social Foundations

• In Event: Roundtable Session 18
  In Roundtable Session: High School and Beyond: Issues of Identity and Difference

Abstract

In this paper, I argue for a thorough integration of disability studies into social foundations of education pedagogy and course content. Rather than simply adding dis/ability as another diversity category, I argue that disability studies has much to offer social foundations of education as a method for creating a fresh pedagogical approach to teaching social justice and theoretical intersectionality. Furthermore, a semester of immersion in DS texts and practices could be transformative for the preservice teachers that typically populate SFE classrooms; this, in turn, could influence school climate over the long term, since schools serve as a potent site of pathologization and oppression for people with disabilities.

Author

• Margaret Quinn Hannan, University of Pittsburgh