In this panel, we discuss STS pedagogy from the perspective of critical scholarship about disability and access, using our own experiences (which range from engineering team embedding to medical school teaching to basic STS prof-ing) and scholarship at the intersection of STS and Disability Studies. We ask you to think with us about disability accessibility and consider the value of disability-forward teaching and scholarship. We ask attendees to reflect on their experiences in the classroom and how to expand opportunities to students (and fellow teachers) who often get excluded in how we traditionally think about education. We consider together the value of STS in re-imagining teaching as critically informed by disability studies -- as we use our classrooms to ask students to re-imagine other parts of our world pertaining to technological infrastructure and scientific understanding.
This is the panel description for the "STS Teaching and Thinking With Disabilities" panel with Crystal Lee, Cora Olson, Ashley Shew, as part of the STS as a Critical Pedagogy Workshop, June 16, 2021. Undergraduate fellow Coutney Forberg worked with this panel.
STS as a Critical Pedagogy workshop program
Crystal Lee, Cora Olson and Ashley Shew, 6 August 2021, "STS Teaching and Thinking With Disabilities Panel Abstract", contributed by Emily York, STS Infrastructures, Platform for Experimental Collaborative Ethnography, last modified 6 August 2021, accessed 28 January 2022.