Introduction to Issue #3

Our call for submissions this year focused on the theme of “disability as diversity.” We recognize the importance of conversations around identity and intersectionality within pedagogy in a continually evolving world. This year, we believe that the submissions will engage readers with a wide variety of perspectives and interests, both nationally and globally, and encourage those in the field to continue vital dialogs about these topics.

Centering Disability and Disablement in Global Service Learning: Invitations to Engage Differently and Generatively with Marginalized Southern Others

By Jessica Vorstermans, Ph.D.

York University

CRUTCH Film Review

By Matt Conlin

CUNY School of Professional Studies

Developing Diversity Competencies in an Undergraduate Disability Studies Course

By Laura T. Eisenman, Ph.D.

& Majd Subih, M.A.

University of Delaware

Expanding Access to Disability Studies: Reflections from Both Sides of the Classroom

By April Coughlin, Ph.D. 

& Kimberly Sanford 

State University of New York at New Paltz

Learning Walks and Universal Design: Assessing Physical Accessibility at a Community College

By Patrick Flink, Ph.D.

& Timothy J. Leonard, Ed.D.

Borough of Manhattan Community College

Revamping a Graduate Course to (In)Fuse Disability Studies: The Politics of Representation in “The Study of Learning Disabilities in Children and Adolescents.”

By David J. Connor, Ph.D.

Professor Emeritus, Hunter College & Graduate Center

The Varieties of Ableism: A Colloquium in Sulaimani, Kurdistan

By M. Lynn Rose,

Director of Disability Studies, Professor in the Social Sciences

& Shakir Muhammad Usman

Center for Gender Development Studies

American University of Iraq, Sulaimani