Royster asserts that there is a pressing need to construct paradigms that permit us to engage in better practices in cross- boundary discourse, whether we are teaching, researching, writing, or talking with Others, whoever those Others happen to be (37-38). How can we make our students that belong to marginalized populations feel heard? How do we prevent ourselves from speaking for them?
The authors of “Where We Are: Disability and Accessibility” assert that, “understanding access and accommodation as recursive projects that exist before, throughout, and even after a course allows for deliberate and proactive course design while also inviting and drawing on the diversity that each roster provides” (148). What kind of inclusive and accessible practices can we incorporate into the foundation of our classroom practices?
Dorothy,
ReplyDeleteIn regards to your question on the disability article, if students don't get the training that teachers get, perhaps group work in a classroom setting can help everyone be on the same page, whether than individual work or individual work for a group project that may feel isolating.