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Author: Fitch, E. F.

Disability studies pedagogy: Engaging dissonance and meaning making.

Author(s):	Hulgin, K. O’Connor, S. Fitch, E. F. Gutsell, M.
Date:	2011
Publication:	Review of Disability Studies: An International Journal
Citation:	Hulgin, K., O’Connor, S., Fitch, E. F., & Gutsell, M. (2011). Disability studies pedagogy: Engaging dissonance and meaning making. Review of Disability Studies: An International Journal, 7(3 & 4). https://www.rdsjournal.org

Section on webpage:	Disability Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) Student responses to disability studies pedagogy are influenced by the context in which they learn. This study examined student responses in two disability studies initiatives: one within a teacher preparation program that included American Indian students, the other within a stand alone, interdisciplinary course taken primarily by Americans of European descent. Course dialogue and students’ written assignments were used to identify and categorize their responses. While some students readily engaged in critique of disability as culturally constructed, experiences of significant resistance related to positivist filters, adherence to individualism, and defense of identity-related norms. These responses are discussed as considerations for more effective pedagogy in this relatively new field.

February 11, 2026

Disability studies pedagogy: Engaging dissonance and meaning making.

Author(s):	Hulgin, K. O’Connor, S. Fitch, E. F. Gutsell, M.
Date:	2011
Publication:	Review of Disability Studies: An International Journal
Citation:	Hulgin, K., O’Connor, S., Fitch, E. F., & Gutsell, M. (2011). Disability studies pedagogy: Engaging dissonance and meaning making. Review of Disability Studies: An International Journal, 7(3 & 4). https://www.rdsjournal.org

Section on webpage:	Disability Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) Student responses to disability studies pedagogy are influenced by the context in which they learn. This study examined student responses in two disability studies initiatives: one within a teacher preparation program that included American Indian students, the other within a stand alone, interdisciplinary course taken primarily by Americans of European descent. Course dialogue and students’ written assignments were used to identify and categorize their responses. While some students readily engaged in critique of disability as culturally constructed, experiences of significant resistance related to positivist filters, adherence to individualism, and defense of identity-related norms. These responses are discussed as considerations for more effective pedagogy in this relatively new field.

August 1, 2024

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Cite the Guide

Howard, J., Daniel, C., Newman, L., Bond, N., and Romero-Hall, E. (eds.) “Feminist Pedagogy for Teaching Online.” (2025). https://feministsteach.org.

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You may contribute to this guide by sharing resources and tools that you have used in the past, your own assignments, or blog posts that reflect on your pedagogy. We also welcome feedback such as suggestions for improvement, reporting broken links, and/or questions about feminist pedagogy and online education, please contact us at feministpedagogyonline@gmail.com.

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Feminist Pedagogy for Teaching Online: Digital Guide © 2020 by Jacquelyne Thoni Howard, Clare Daniel, Liv Newman, Niya Bond, and Enilda Romero-Hall is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

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