Ableism in the classroom: Teaching accessibility and ethos by analyzing rubrics

Tigert, Mary Katie; Miller, Joshua H.

doi:10.1080/17404622.2021.2006254

Cited by 2 publications

(2 citation statements)

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“…Speech-as-presence and universalized listening privileges particular bodies (overwhelmingly white, able, cis-male bodies) while disciplining other bodies away from reproducing these norms. For instance, speech-as-presence reproduces ableist assumptions for speech that suggest we all embody the same mental and physical abilities to speak and hear in the classroom, marginalizing bodily-and neuro-diversity (Gunaratnam 2021;Tigert and Miller 2021). 3 Instead, by focusing on listening, we work to shift speech, disrupting the space it occupies and its role in relational strategies, including participation.…”

Section: Collaborative Personal Reflexivity On Listening In the Class...mentioning

confidence: 95%

“…Furthermore, the dominant presence of speech in the classroom can marginalize particular bodies. Students navigate the ways in which their voice may be interpreted by listeners to be communicating information on their gender, nationality, sexuality, ability, as well as navigating their own understandings and embodiment of cultural expectations around communication and classroom norms (Campbell-Kibler 2007;Delph-Janiurek 1999, 2000Gunaratnam 2021;Haji Molana 2021;Tigert and Miller 2021). Speechas-presence leaves little space to recognize or engage with all the reasons our students might not participate verbally.…”

Section: Disrupting Speech-as-presencementioning

confidence: 99%

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Embodied Listening

Hanrahan,

Billo

2024

acme

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<p>In this paper, we propose embodied listening as pedagogical praxis in which we are receptive to how our whole bodies are involved in communicating with each other. Embodied listening disrupts what we call “speech-as-presence”—normative expectations of student participation emphasizing verbal contributions and privileging particular bodies. These expectations contribute to the reproduction of oppressive logics at work in classrooms—racism, hetero-patriarchy, white feminism, masculinism, ableism, colonialism. We argue that embodied listening can serve as a source of knowledge about these logics, supporting transformation of classroom expectations beyond imposed norms. We reflect on our experiences developing embodied listening practices in our undergraduate courses through our observations and students’ own reflections. Our findings demonstrate both the transformative potential of listening in classrooms and the tensions produced as these strategies discomfited students and disrupted classroom norms. Finally, we engage with critical perspectives on listening positionality from Indigenous studies, disability studies, and sound studies towards deepening our understanding of differences and multiplicities in how we listen. We illustrate how we continue to develop ways to incorporate this work in our classrooms and support students in the exhaustive and uncomfortable work of embodied listening and imaginative ways of being in the classroom.</p>

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Section: Collaborative Personal Reflexivity On Listening In the Class...mentioning

confidence: 95%