Bodies of Knowledge

Pedagogy Apr 2014

Lynn Z. Bloom

Abstract

This prototypical disability studies course raises unusual issues of ethics and engagement because of its focus on sensitive, sometimes taboo matters of bodies and minds by autobiographers, physicians, theorists, and artists. These works enhance awareness of disability and human rights and help inculcate an ethic of care, concern, and social activism. The University of Connecticut has made human rights a university priority, enrolling eighty to one hundred students annually in its human rights minor, one of the largest in the country; a human rights major was inaugurated in 2012-13.

Journal: Pedagogy
Published: 2014-04-01
DOI: 10.1215/15314200-2400476
Open Access: Closed
Topics: disability studies

Citation Context

Cited by in this index (2)

Tinkle (2022)

Pedagogies of the Mad

Pedagogy
Sánchez (2018)

Enabling Geographies

Pedagogy

Cites in this index (0)

No references match articles in this index.

Also cites 5 works outside this index ↓

Bérubé (2002)

Foreword: Side Shows and Back Bends

Bending Over Backwards ↗
Davis (2002)

Bending Over Backwards: Disability, Postmodernism, and Other Difficult Positions

↗
Frank (1995)

The Wounded Storyteller: Body, Illness, and Ethics

↗
Garland-Thomson (2005)

Feminist Disability Studies: A Review-Essay

Signs ↗
Siebers (2008)

Disability Theory

↗

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