Abstract
In the US, DIE–diversity, equity, and inclusion–have become buzzwords in the wake of Trumpism, last summer’s Black Lives Matter global movement, and heightened awareness of anti-Asian violence. However, disability is rarely centered in such conversations. Using my own experience at Georgetown University as a case study, I demonstrate the gains made for ALL bodies and minds when disability justice-rooted ideas about access, inclusion, and diversity are centered in higher ed DEI conversations. Deaf gain, curb cut, access intimacy, and what they offer for all members of college communities–disabled or not–will be explored. Moreover, the inclusion of disability justice-centered discourses in conversations regarding racial, sexual, gender, and other identity-based forms of diversity, equity inclusion will be examined. I give concrete examples drawn from my work as Director of Disability Studies, and provide specific ways disability can transform DEI conversations in regard to curriculum, retention, evaluation,student outcomes, and more. Challenging ableist ideas about disability work being only about and for those who identify as disabled, I demonstrate how we can transform our institutions to be more truly equitable, accessible, and inclusive of all bodies and minds. Drawing on the work of Lydia X.Z Brown, Talila Lewis, and Mimi Khuc, I demonstrate that anti-racist, decolonizaing diversity work must involve a radical rethinking of diversability.
Presenters
Jennifer Natalya FinkDirector, Program in Disability Studies; Professor, English, Disability Studies and English, Georgetown University, Washington, DC, USA, District of Columbia, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Diversity, Equity, Inclusion, Disability, Race, Justice, Gender, Intersectionality
