• Recognizing Disability Studies

    Author(s):
    Margaret Price
    Editor(s):
    Melanie Yergeau
    Date:
    2020
    Subject(s):
    Identity (Psychology), History, Race
    Item Type:
    Syllabus
    Tag(s):
    DPiH, DPiH Disability, DPih Syllabus, Practice, Collaborative project, Access, Digital pedagogy, Identity, Collaboration
    Permanent URL:
    http://dx.doi.org/10.17613/3126-v328
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Recognizing Disability Studies is a graduate-level seminar that examines the histories, turns, and challenges within disability studies as a field. Structured around elisions and potential futures, the course features units dedicated to bioethics, critical race theory, mental disability, crip theory, and materiality. Accessibility thematically structures all course projects. In particular, Price encourages students to compose in a modality of their choosing (i.e., through forms most accessible to students), while also requiring students to craft accessibly designed projects (i.e., creating projects accessible to broad audiences). Course projects include reading responses and participation in the class discussion forum, a collaborative presentation of supplemental course readings, and a final project composed in a genre or mode relevant to students’ home fields.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution-NonCommercial
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