Integrating Crip Theory and Disability Justice into Feminist Anti-Violence Education

Abstract


 
 
 In this paper, I critically reflect on my efforts to and experiences of integrating disability justice and crip theory into my intersectional, queer, feminist pedagogy. I begin by grounding my pedagogical practice in my experiences as an anti-violence advocate / activist in order to argue that disability theory and justice have the potential to not only expand anti-violence education, but also to transform it through careful attention to access, care, and interdependence. In this article, access refers to the possibilities of being fully present and supported within a given learning space; care describes the process of creating access through actions that make presence possible; and interdependence recognizes that access and care must co-exist because people need each other. I then identify parallels between anti-violence work and theories and movements against ableism because I have found this intersection to be pedagogically generative. Next, I describe what disability theory and justice, access, and crip politics (McRuer, 2006; Price, 2015) look like within the context of anti-violence education. In the second section of this paper, I write about how disability theory and justice brought to bear on anti-violence education can help to promote radical imagination and hope as well as deeper understandings of foundational concepts like consent. I also critically examine how anti-violence education can expand the possibilities of disability pedagogy through meaningful engagements with intersectional feminist theory and praxis. My purpose in developing these claims is to demonstrate the ongoing importance of bridging disability theory and justice with intersectional feminist practices of education.
 
 

Educação inclusiva na Ucrânia

“…Em particular, a pesquisa mostrou que a perda de algumas habilidades pode contribuir para o desenvolvimento ativo de outras, para que as crianças possam alcançar altos resultados aprendendo com tecnologias STEM e criar uma competição real no mercado de trabalho por especialistas qualificados no futuro. Uma vez que a educação STEM é baseada no uso de um método inovador baseado em projetos, os pesquisadores a veem através da lente da inclusão (SHELTON, 2020). Nessas circunstâncias, o professor deve atuar como facilitador, orientar as atividades e incentivar os alunos a utilizarem diferentes métodos de pesquisa.…”