DIS STD 1
Construction of (Dis)ability and Ableism in U.S.
Description: Lecture, two hours; discussion, two hours. Examination of ways in which certain bodies and minds have been categorized, disabled, conceived of, oppressed, and liberated in U.S. over time. Using intersectional lens, exploration of origins of American eugenics movement, social construction of normalcy and (dis)ability, and ableism in its many forms (e.g., individual, legal, medical, cultural, financial). Students learn how to apply critical disability studies framework to evaluate relationships between race, ethnicity, language, gender, sexual orientation, income, and disability in relation to disablement and ableism. Covers key topics and theoretical frameworks in disability studies to give students foundational and conceptual knowledge needed to analyze social, political, and cultural issues from critical disability studies perspectives. P/NP or letter grading.
Units: 5.0
Units: 5.0
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Most Helpful Review
Winter 2024 - Professor Solone is truly of one the most caring, genuinely passionate professors on campus. I commend her for her unending care and helpfulness to her students, her goal of full accessibility, consideration of student accommodations, and opportunities for students to grow holistically. The kind of support and striving for accessibility in this course is one unheard of in other classrooms, but should be implemented across the board to help students thrive: Zoom options, recordings, posted slides, closed captioning, and visual descriptions. As a student, it spoke volumes in understanding what an ideal, accessible classroom and educational institution should look like. The content of the course is as interesting as it is pertinent to today, and I would recommend this course to all students.
Winter 2024 - Professor Solone is truly of one the most caring, genuinely passionate professors on campus. I commend her for her unending care and helpfulness to her students, her goal of full accessibility, consideration of student accommodations, and opportunities for students to grow holistically. The kind of support and striving for accessibility in this course is one unheard of in other classrooms, but should be implemented across the board to help students thrive: Zoom options, recordings, posted slides, closed captioning, and visual descriptions. As a student, it spoke volumes in understanding what an ideal, accessible classroom and educational institution should look like. The content of the course is as interesting as it is pertinent to today, and I would recommend this course to all students.
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