Social Justice Pedagogies

Beginning in the early 1990s, disability pedagogies began emerging from the field of disability studies. Disability pedagogies are against systems of normalization and instead recognize and celebrate difference. They encourage interdependent communities, both in and out of the classroom, and they strive to foster more inclusive practices and spaces. Scholars such as Anthony Rocella (2008) have traced the connections between disability pedagogies and critical pedagogy and their shared commitment to creating more socially just classrooms and societies. One specific branch of disability pedagogy dedicated to such work is disability justice. 

According to Barbara Lisicki, “The Social Model [of disability] frames disability as something that is socially constructed. Disability is created by physical, organisational and attitudinal barriers and these can be changed and eliminated . . . It states that impairment is, and always will be, present in every known society, and therefore the only logical position to take, is to plan and organise society in a way that includes, rather than excludes, Disabled people” (2015, p. 2). Disability justice pedagogy aims to achieve such inclusion within the classroom through the consideration and implementation of disabled perspectives in terms of chosen texts, practices, and assessments.

Reflective Practices

As you explore disability justice pedagogy, ask yourself these questions:

1. Is my intention only to include disabled individuals and their perspectives in my classroom, or is my intention to challenge ableism as a foundational building block within my course and the university as a whole? Keep in mind that disability justice is not simply a corrective tool but might require a shifting of classroom priorities in order to build a course truly rooted in solidarity. 
2. Am I approaching disability justice while considering the intersectional identities of my students such as race, class, and gender? 
3. As an instructor, do I concentrate more on correcting errors and teaching students how to "master" a subject, or do I allow my students to experiment with non-traditional approaches to a subject or assignment? Am I more concerned with "fixing" or growth? 
4. What are my assumptions about disability and accommodations? Are students who are noticeably disabled the only ones that deserve to be fully supported in their learning? How do I build in flexibility in my teaching?

Teaching Practices

After you work through some of the disability justice reflective practices, here are some starting teaching practices you might adopt:

1. Reconsider Accessibility Services and classroom accommodations as the bare minimum and explore other ways to support disabled students outside of institutional norms.
2. Either through usability testing or outreach, make an effort to include disabled perspectives when designing your course. 
   • Early in the semester, have a conversation with your students, asking them what they believe are helpful or unhelpful class practices. Be open to reasonably adjusting the course according to this feedback.
3. Don't relegate the mention of disability to only a single line of your syllabus. Instead, try to integrate the consideration of disability into each course session by considering the readability of a text or class notes, how class discussions and group work are conducted, and how assignments are evaluated. Keep in mind that not all disabilities are visible or shared with you as the instructor. 
   • Build room for error within your assignments. Allow for multiple attempts at a quizzes/tests and multiple revisions for writing.