Abstract
The purpose of this co-authored article by a teacher and student is to contemplate the feminist implications of infusing Critical Disability Studies and Digital Humanities into the traditional humanities classroom. Furthermore, this article implements strategies for inclusive and flexible pedagogy. This article will contribute a case study for an interdisciplinary project of academic rigor, while mitigating student wellbeing through mechanisms of classroom autonomy.
Recommended Citation
Surti, Vidya H. and Ung, Kaliane
(2025)
"Building an Inclusive Classroom: Digital Humanities (DH) and Critical Disability Studies (CDS) in the Francophone World,"
Feminist Pedagogy: Vol. 6:
Iss.
2, Article 2.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol6/iss2/2
Included in
Curriculum and Social Inquiry Commons, Digital Humanities Commons, Disability and Equity in Education Commons, Disability Studies Commons, French and Francophone Language and Literature Commons, Other Feminist, Gender, and Sexuality Studies Commons, Scholarship of Teaching and Learning Commons, Social Justice Commons