Graduation Term
2024
Degree Name
Master of Science (MS)
Department
Department of English
Committee Chair
Julie Jung
Abstract
This thesis explores the practical implementation of an accessible critical disability studies (CDS) writing pedagogy within the framework of course design, with an emphasis on the syllabus as a transformative tool of invention and possibility. By interrogating the course syllabus as a mediator of access, this project works to bridge the gap between theoretical insights and tangible movement towards access and seeks to contribute to the ongoing discourse on inclusive and accessible pedagogy, encouraging educators to reimagine their classrooms to better serve diverse student populations. This research focuses on the intersection of pedagogical strategy and praxis, institutional policy, and inclusive intention, while imagining the possibilities of the syllabus as a possible vehicle for doing this work. KEYWORDS: syllabi design, course design, accessible pedagogy, critical disability studies, writing studies, academic ableism
Access Type
Thesis-Open Access
Recommended Citation
Coe, Jennifer M., "The Space between Pedagogy and Praxis: Enacting an Accessible, Critical Disability Studies Pedagogy through the Course Syllabus" (2024). Theses and Dissertations. 1970.
https://ir.library.illinoisstate.edu/etd/1970
DOI
https://doi.org/10.30707/ETD2024.20240827063556571553.999993