Abstract

This article discusses the advantages of asking students to consider issues of access and disability as they map campus spaces. Putting place-based and mapping pedagogy in conversation with scholarship on disability, I propose that having students learn to better account for different uses of space can help them consider the ideologies that shape spaces.

Journal
Pedagogy
Published
2018-10-01
DOI
10.1215/15314200-6936867
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Cited by in this index (1)

  1. Pedagogy

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