Feminist Disability Studies/Anti-Ableist Pedagogies

Articles

• Bower, L. J. (2023). The woman in black: A defense of trigger warnings in creating inclusive academic spaces for trauma-affected students through a feminist disability studies pedagogy. Journal of Criminal Justice Education, 1–18. https://doi.org/10.1080/10511253.2023.2264370 
• Carter, A. M. (2015). Teaching with trauma: Trigger warnings, feminism, and disability pedagogy. Disability Studies Quarterly, 35(2). https://dsq-sds.org/index.php/dsq/article/view/4652/3935 
• Cole, K. L. (2024). Practicing feminist disability pedagogy: Building interdependence through a classroom participation menu. Feminist Pedagogy, 5(2), Article 7. https://digitalcommons.calpoly.edu/feministpedagogy/vol5/iss2/7/ 
• Kayiatos, A. I., & Ostrove, J. (2015). Minding the body. Disability Studies Quarterly, 35(2). https://doi.org/10.18061/dsq.v35i2.4644 
• Knoll, K. R. (2009). Feminist disability studies pedagogy. Feminist Teacher, 19(2), 122–133. http://www.jstor.org/stable/40546086 
• Mitchell, D., Snyder, S., & Ware, L. (2014). “[Every] child left behind”: Curricular cripistemologies and the crip/queer art of failure. Journal of Literary and Cultural Disability Studies, 8(3). https://doi.org/10.3828/jlcds.2014.24 
• Parrey, R. C. (2020). Embracing disorientation in the disability studies classroom. Journal of Literary and Cultural Disability Studies, 14(1). https://www.liverpooluniversitypress.co.uk/doi/10.3828/jlcds.2019.16 
• Parsloe, S. M., & Smith, E. M. (2022). The threat of returning to “normal”: Resisting ableism in the post-COVID classroom. Feminist Pedagogy, 2(3), Article 8. https://digitalcommons.calpoly.edu/feministpedagogy/vol2/iss3/8 
• Peters, M. (2022). Caring classrooms in crisis: COVID-19, Interest convergence, and universal design for learning. Disability Studies Quarterly, 42(1). https://doi.org/10.18061/dsq.v42i1.7929 
• Piepmeier, A., Cantrell, A., & Maggio, A. (2014). Disability is a feminist issue: Bringing together women’s and gender studies and disability studies. Disability Studies Quarterly, 34(2). https://doi.org/10.18061/dsq.v34i2.4252 
• Selznick, H. (2020). Performing a metis pedagogy in the rhetoric and writing studies classroom. Disability Studies Quarterly, 40(1). https://dsq-sds.org/index.php/dsq/article/view/7225/5498 
• Snyder, S. L., & Mitchell, D. T. (2001). Re-engaging the body: Disability studies and the resistance to embodiment. Public Culture, 13(3), 367-390. https://doi.org/10.1215/08992363-13-3-367 
• Wilson, J. D. (2017). Reimagining disability and inclusive education through universal design for learning. Disability Studies Quarterly, 37(2). https://doi.org/10.18061/dsq.v37i2.5417 

Books and Chapters

• Higbee, J., & Goff, E. (Eds.). (2008). Pedagogy and student services for institutional transformation: Implementing universal design in higher education. University of Minnesota.
• Jarman, M., & Thompson-Ebanks, V. (2020). Relational pedagogies of disability: Cognitive accessibility in college classrooms. In L. Ware (Ed.), Critical readings in interdisciplinary disability studies (pp. 143–155). Springer.
• Price, M. (2024). Crip spacetime: Access, failure, and accountability in academic life. Duke University Press. 
• Price, M. (2011). Mad at school: Rhetorics of mental disability and academic life. University of Michigan Press.

Other

• Murray, J. (2022, Nov. 16). Resources for practicing anti-ableist pedagogy. Transformative Learning in the Humanities. https://transform.commons.gc.cuny.edu/2022/11/16/resources-for-practicing-anti-ableist-pedagogy/ 
• Parsloe, S. M. (Ed.). (2024). Teaching disability (self-)advocacy as we “return to normal”: Addressing ableism in higher education [Special issue]. Feminist Pedagogy, 5(2). https://digitalcommons.calpoly.edu/feministpedagogy/vol5/iss2/ 
• Price, M. (2011, Feb. 6). It shouldn’t be so hard. Inside Higher Ed. https://www.insidehighered.com/advice/2011/02/07/it-shouldnt-be-so-hard#