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ERIC Number: EJ888643
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 6
ISBN: N/A
ISSN: N/A
How to Crip the Undergraduate Classroom: Lessons from Performance, Pedagogy, and Possibility
Fox, Ann M.
Journal of Postsecondary Education and Disability, v23 n1 p38-47 2010
My work in disability performance studies has taken place within the context of a small liberal arts college over the past decade, and has been more multifaceted than I had ever expected. This essay was originally conceived as part of a panel convened at the Society for Disability Studies Conference in honor of the publication of Beyond Victims and Villains: Contemporary Plays by Disabled Playwrights (Lewis, 2006). I reference this volume, the first published collection of its kind, as a model and catalyst for defining strategies that educators wishing to incorporate disability studies into their campus community life, inside and outside of the classroom, might adopt. In the essay, I outline four such strategies and discuss them, using examples from my own experience: a) "cripping" the canon, b) "cripping" the curriculum, c) enlisting your colleagues in the performance of disability, and d) creating alternative on-campus performances of disability. (Contains 4 footnotes.)
Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A