Cross-posted from the Teach @ CUNY project Visible Pedagogy, here.
This blog post is coming later than it should be. My BPD (borderline personality dis/order), my depression, my anxiety, hit peak levels during the time I was supposed to be writing this: a perfect storm of mental health cacophony.
When I emailed to say, simply, that I was having a rough week mentally (in the same way that I might to say I have the flu), the response was simple: I’m so sorry you’re having a rough time. Please take care of yourself, and when you’re ready, it would be great if we could get the post up next week. The response was simple, and the response was meta: the response demonstrated the kind of pedagogy I’d like to dedicate this blog series to fleshing out.
Anti-ableist pedagogy: what might that feel like? How does anti-ableist practice in your classroom extend beyond providing alt-text, transcripts, and captions, and leaving space when configuring desks for people with various mobility needs and body types to navigate optimally? How can anti-ableist pedagogies transform your syllabus and seep into your assignments and shape your assessment strategies? How can anti-ableist praxis interact with and bolster your goals to actively practice anti-racist pedagogies? (Because surely—in this country in which white people who shoot people are labeled “mentally ill” and brown people who shoot people are labeled “terrorists”; in this country in which the school-to-prison pipeline and special education systems actively seek out Black and brown children and label them as irreparably less than—racism and ableism cannot be unlinked.)
This post is the first in a series that will explore these questions, both theoretically and very, very practically, by identifying approaches to everything from lesson planning to assignment design and assessment that challenge the dually ableist and racist assumptions that too often shape our classrooms, and that certainly shape our institutions. (If you want to contribute to this conversation, please comment and click the link here for more!)
Before we begin, though, a bit of background.
When I write about dis/ability, I put a slash between “dis” and “ability.” I do this to unsettle the deficit model that defines much of dis/ability discourse (and our classroom pedagogies). The slash reminds us, literally interrupts us, before we assume that people with dis/abilites are defined by what we cannot do; what we struggle with; what we must do differently. But the slash doesn’t completely interrupt the word, because our struggles are, in fact, deeply real. Deeply embodied.
But here’s the thing—and no matter whether we’ve been teaching for twelve years or none, a little Dis/ability 101 is never a bad thing—dis/ability isn’t only in the body. It isn’t a deficit, a problem, something to be uncritically cured (erased, exterminated) or that exists only within individual people. All dis/abilities exist—indeed, are created and defined and therefore given shape and meaning—within broader environmental contexts.
I often ask my students to think about a society in which everyone who needs them has equitable access to glasses. Is short-sightedness, for example, in an imagined society like this considered a dis/ability? Why not? How does access to glasses shape what we define as a dis/ability? More broadly, how do the structural components of the access (the environment of power and oppression and privilege) shape how we define dis/ability? What about a society in which break rooms with minimal noise and soft lights and plenty of space to lay down were commonly available and accepted as a requirement for people simple going about their days? How differently might we interpret social anxiety, or depression, or autism, in such a society?
Environment shapes dis/ability.
And our classrooms are environments. Surely, they exist within broader environmental constraints, but the act of dedication to constructing dually anti-ableist, anti-racist pedagogies (again, can’t build one without the other) can re-constitute dis/ability so that we are not continuing to define our quiet students as problems; not continuing to pathologize students who do not conform to white supremacist norms of classroom communication; not banning depressed, anxious, bipolar (etc.) students from our classrooms when we uncritically demand the same kinds of attendance, the same kinds of participation, the same kinds of presence, from everyone in our classroom.
This blog series will explore how to design our classes for all kinds of learners, not just for able-bodyminded white learners. The thing to keep in mind here is this: once we make the needed perspective changes—once we commit ourselves to becoming aware of our bodymindedness and that of our students in the classroom—anti-ableist pedagogies do not necessarily “create more work” for already exploited laborers.
Instead, fundamentally reshaping our classrooms to be as universally designed and power-aware as possible involves a perspective shift, a literal redesign of our pedagogies. But as committed educators, aren’t we supposed to always be redesigning our pedagogies, anyway? Just as the response to my late blog post—I’m sorry you’re not doing well. Take care of yourself, and it would be great if we can get the post up by next week—embodied an empathetic, anti-ableist pedagogy that still held all involved to a high standard, it didn’t increase anyone’s workload.
But it sure did increase the health and affirmativeness of the work space.
Committing to doing this with the goal of creating anti-ableist, anti-racist learning spaces seems worth it to me. I’m excited to join you on the next few months of exchanging ideas about how to do exactly that.