ABSTRACT
The disability perspective promises new insights for critical pedagogy. The experience of disability is relevant to all marginalized groups—for all groups have people with disabilities in them. This chapter presents a means for considering disability in educational practice, and identifies points of discovery for future critical research. Specifically, it considers the intersections of experience and pedagogy that professors with disabilities bring to the classroom. Reflexive pedagogy considers what one knows, how one performs it, and its implications for others. The experiences of faculty with disabilities are vital for critically interrogating educational practice. Classrooms are unique places to explore how meanings, bodies, and histories converge. Disabled bodies disrupt educational environments. This disruption is perceived as a threat, and finances are often cited. Teachers with disabilities offer “bodies of possibility” that interrogate and transform the spaces of academe.
