Teaching Disability Studies Together: The Importance of Having Instructors with Labels of Intellectual Disabilities

Authors

  • Micah Fialka-Feldman Instructor, Disability Studies Program, Faculty of Education, Syracuse University
  • Mike Gill Associate Professor, Disability Studies Program, Faculty of Education, Syracuse University

DOI:

https://doi.org/10.15353/cjds.v10i3.826

Abstract

This short commentary has two goals: 1) to share the unique co-teaching experience of two disabled instructors, one of whom has a label of intellectual disability, and 2) to discuss how we, as two white disabled men, try to incorporate the principles of disability justice in our efforts to disrupt bodymind hierarchies within and outside the university classroom and to share some of the resources we use.

Author Biographies

Micah Fialka-Feldman, Instructor, Disability Studies Program, Faculty of Education, Syracuse University

Instructor, Disability Studies Program, Faculty of Education, Syracuse University

Mike Gill, Associate Professor, Disability Studies Program, Faculty of Education, Syracuse University

Associate Professor,

Disability Studies Program, Faculty of Education

Syracuse University

Published

2021-12-08

How to Cite

Fialka-Feldman, M., & Gill, M. (2021). Teaching Disability Studies Together: The Importance of Having Instructors with Labels of Intellectual Disabilities. Canadian Journal of Disability Studies, 10(3), 275–284. https://doi.org/10.15353/cjds.v10i3.826

Issue

Section

Commentary