University of Illinois Press
Abstract

Feminist disability studies pedagogy encourages instructors to strive for "universally designed" (UD) objects and instruction, while tempering that with feminist analyses of intersectionality. Because each individual has varying experiences of privilege and oppression, in terms of disability, race, class, gender, sexuality, nationality, religion, etc., "one size does (not) fit all" all of the time—which counters the pretense of UD. A pedagogical goal should be to discover who is excluded from particular social and physical privileges, expanding and creating access within the classroom. Those employing universal design strategies must incorporate tools to account for cultural barriers in addition to those listed above, including disabilities and impairments that have yet to be considered in particular arenas of access and accommodation. This article outlines a few of these potential barriers and suggests techniques for creating a more welcoming and accessible environment in one's classroom and department. [End Page 69]

Kristina R. Knoll

Kristina R. Knoll is a doctoral candidate in the Women Studies Department at the University of Washington, Seattle. Her dissertation, "Locating Feminist Disability Studies," reflects on some of the current conceptualizations in feminist disability studies arenas, as well as future goals, by incorporating interviews with more than ten scholars whose work spans both feminist and disability studies topics. Additional areas of inquiry for Knoll include sexual violence; psychopathology and stigma; bridging activism and theory; student mentoring and advising; and medical and psychological ethics and the ethics of care.

Additional Information

ISSN
1934-6034
Print ISSN
0882-4843
Pages
69
Launched on MUSE
2009-01-07
Open Access
No
Archive Status
Ceased Publication
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