Abstract
This critical commentary poses the question: what if we didn’t return to the “normal” of strict, ableist classrooms policies rooted in the bureaucratic, legalistic framework of “accommodations” and, instead, embraced the Disability Justice principle of collective access? After critiquing the accommodations process used in most higher education settings, I advocate for an approach we might call collective access pedagogy, which works from the fundamental assumptions that (1) all bodies exist on a spectrum of dis/ability and, thus, we all have individual needs based on our unique bodyminds, and (2) that we don’t need the constant threat of a pandemic to make our classrooms more accessible to all. I end by exploring the intersections between collective access pedagogy and abolitionist pedagogy and ultimately call educators to action to (re)create our classrooms as spaces of collective access and collective liberation.
Recommended Citation
Otis, Hailey N.
(2024)
"Collective Access, Collective Liberation: Disability Justice and Abolitionist Pedagogical Worldmaking toward Post(?)-Pandemic Futures,"
Feminist Pedagogy: Vol. 5:
Iss.
2, Article 2.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol5/iss2/2