Pedagogical Anchors for Critical Disability Studies

• In Event: 65.080 - Roundtable Session 24
  In Roundtable Session: 65.080-14 - Theorizing Disability Studies in Education

Abstract

While advancements in disability studies have led to program level curriculum in higher education, many faculty continue to meet the challenge of impacting learning through a single, stand alone course. Such a course, offered as an interdisciplinary liberal arts elective, has been the focus of a five year study. Student positions and responses to course pedagogy were examined and categorized according to the types of struggles and engagement they experienced. With a greater understanding of student experiences, particular teaching strategies have been emphasized and refined. The purpose of this paper is to describe strategies that have proven to be anchors in understanding the complexity of disability based oppression, as well as personal agency in its construction and the change process.

Author

• Kathleen M. Hulgin, Mount St. Joseph University