“Any sort of assessment that does not contain writing a multiple-page APA style essay, count me in”: Reflections on the use of playwriting assignment in a critical disability studies classroom
Keywords:
Disability, Aging, Arts-Based Teaching, PlaywritingAbstract
The use of art-based approaches in teaching critical disability studies can provide students with the opportunity and space to take creative risks and advance their critical thinking skills in ways that go beyond the traditional assignment. Anchored in a critical disability studies perspective, in this paper, instructors and students in a third-year level critical disability studies course share our reflections on a playwriting assignment aimed at highlighting the intersectional complexities and social processes of inequality embedded into older adults' experiences of disability.
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