Feminist Disability Studies Pedagogy

by Kristina R. Knoll

Disability Studies, Universal Design, and Intersectionality

The goal of this paper is to raise awareness about systems of oppression and privilege, as related to ability and disability in the classroom, and to provide tools to create instructional and institutional transformation. Feminist analyses of privilege, oppression, and intersectionality provide a framework for looking at the diverse experiences of people with disabilities and our access to education. Many disability studies theorists argue for a model of "universal design," which seeks to create architecture and instruction for the widest group of people possible. I argue, however, that although we should strive for universally designed objects and pedagogy, we must simultaneously keep dialogue about intersectionality and the individual experience at the forefront. Feminist disability studies theory and pedagogy urge us not only to take into account the many and varied bodily, mental, and psychological differences, but also to consider how race, class, sexuality, religion, nationality, and so on, can intersect with the disability experience.