Table of Contents: Issue Two
The Journal of Teaching Disability Studies
Fall 2020/Spring 2021
February 16, 2021
Approaching Disability Studies in Physical Therapist Education: Tensions, Successes, and Future Directions
By Heather A. Feldner, PT, PhD, PCS1,2,3
Kathryn D. Lent, PT, PhD1
Stacia Lee, PT, NCS1
1Department of Rehabilitation Medicine, University of Washington, Seattle, WA
2Disability Studies Program, University of Washington, Seattle, WA
3Center for Research and Education on Accessible Technology and Experiences (CREATE), University of Washington, Seattle, WA
Intersectional Learning Dis/Abled Poetry as Teacher Education: A Phenomenological Study of Learning Dis/Ability Diagnosis of Two Scholars
By Lisa Boskovich, Ph.D.
David I. Hernández-Saca, Ph.D.
University of Northern Iowa
 Both authors are co-lead authors given that we worked collaboratively and democratically in our division of labor on the research and writing. We are listed in alphabetical order by last name.
Teaching “Subversively Inclusive” College Courses on Disability Identity, History, and Activism: Faculty Reflections on Tensions and Points of Productivity
By Jessica K. Bacon
Montclair State University
By Stefan Sunandan Honisch, PhD
Banting Postdoctoral Fellow
Department of Theatre and Film, University of British Columbia
 This article’s title points to Charles Sanders Peirce’s 1906 essay “The Basis of Pragmaticism in Phaneroscopy.” In The Essential Peirce: Selected Philosophical Writings (1893-1913).