Abstract
Investigates how disability is discovered, constructed, and performed in a certain type of cultural practice, that is, in a postmodern, undergraduate college classroom. Argues that the implementation of an autobiographical pedagogy must extend beyond the dimensions of race, gender, and sexuality and must include disabled persons in these discussions as well.
- Journal
- College English
- Published
- 2002-07-01
- DOI
- 10.58680/ce20021267
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