Abstract
In this essay, I outline an activity to foster access intimacy (Mingus, 2011) in the feminist classroom through students’ co-creation of course policies, expectations, and additional access measures. This activity transforms the classroom into a praxis laboratory wherein students analyze the normative structures that shape their hyperlocal classroom context and practice building environments characterized by interdependent solidarity rather than atomized competition. As feminist disability praxis, this activity centers the knowledge of disabled, chronically ill, and neurodivergent scholars and students; in doing so, it customizes the classroom to a diversity of learners and builds adaptability for responding to unforeseen challenges into the course plan.
Recommended Citation
Cleary, Krystal
(2026)
"Access Intimacy in the Feminist Classroom: Co-Creating Course Policies, Expectations, and Access Measures as Feminist Disability Praxis,"
Feminist Pedagogy: Vol. 7:
Iss.
3, Article 2.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol7/iss3/2
Included in
Accessibility Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability Studies Commons, Feminist, Gender, and Sexuality Studies Commons, Higher Education Commons, Social Justice Commons