Abstract
Following the lead of Parsloe & Smith (2022), this article explains and advocates possible modes of participation that consider the disabled, chronically ill, and systemically vulnerable students and faculty who are fighting to succeed in higher education. The way participation is measured in college classes is often ableist in nature; thus, it is important to unpack the ableist assumptions that undergird how we arrange and assess participation. Utilizing Knoll’s (2009) explication of interdependency as a practice of feminist disability pedagogy, this article offers a semester long activity called a participation menu, which provides a framework for distributing the responsibility of participation equitably among students and faculty.
Recommended Citation
Cole, Kristen L.
(2024)
"Practicing Feminist Disability Pedagogy: Building Interdependence through a Classroom Participation Menu,"
Feminist Pedagogy: Vol. 5:
Iss.
2, Article 7.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol5/iss2/7
Included in
Accessibility Commons, Adult and Continuing Education Commons, Critical and Cultural Studies Commons, Gender Equity in Education Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Online and Distance Education Commons, Other Feminist, Gender, and Sexuality Studies Commons, Scholarship of Teaching and Learning Commons, Women's Studies Commons