Teaching disability studies: Building spaces for collaborative resistance

Disability studies is growing as a taught discipline. As a research field, disability studies claims to transform understandings fundamental to many other disciplines; in conversation with Philippa Mullins, Miro Griffiths explores how that translates into transformed pedagogies. The interview charts a course through questions of resistance and reimagining in the classroom, building value around fluid and multiple learning and assessment approaches, and enhancing a sense of interdependence and community. It offers both concrete practices and core values which can be brought to learning from a variety of teaching standpoints, including – as is often the case with graduate teaching assistants (GTAs) – where facilitators may have little control over the formal arrangement of learning.