Disability Rhetoric

I have written and rewritten the first sentence of this course journey narrative a dozen times. I think I will just tell it like a chronological tale.  

Once upon an ivory castle, there was an English class. The class was bountiful in credits and aligned beautifully with my schedule, so alas, I registered. To my pleasant surprise, the class was all things activism—a passion that runs rampant through my veins. The class began unlike many, recognizing positionality and introducing ourselves on an interpersonal level. Already, the professor was breaking the fourth wall and making space to include students of all diverse backgrounds.  

The first day of class a rush of nerves spiraled in my stomach and up my spine. It was my first class meeting in person in two years. The classroom was dark, a basement cellar of sorts, but we recreated the space into something much more vibrant. The vibrancy of this space was cultivated through the words we shared.  

“Disability studies,” a subject I was barely acquainted with. Before the start of the quarter, I understood the social model of disability, but did not have the language to articulate it. I understood the dangers of pity and inspirationPorn, but I was unaware of the proper language and the more philosophical/rhetorical influences of disability studies. I was ignorant of the nuance of disability studies. I did not have exposure to many anecdotal experiences of folks with diverse disabilities. I did not know about the exact legislation regarding disability rights. I had minimal knowledge regarding Kiarotic spaces, crip space/time, Metis, or other intersections of disability and rhetoric. Before this class, I had a loose understanding of disability studies, now, eleven weeks later, I feel more well-rounded and have the language and understanding to ask more questions moving forward.  

In the first weeks of class I felt hesitant to give my perspective on disability-oriented topics. I felt comfortable expanding on the greater hierarchal structures and connecting the topics in class to ideas I understood, but I did not want to mis-speak. As the quarter went on, I grew more confident expressing my questions and ideas surrounding the subject.  

Several aspects played a role in becoming more comfortable in class, the key player was gaining knowledge. I gained the proper terms and understanding to participate courageously. Additionally, the dynamic environment aligned with the way my brain functions. The class was flexible in a way that allowed for fluidity. There were no wrong answers, just concepts to be further discussed. I felt comforted by the nonacademic aspects of the class, I learn best visually and through storytelling; our word maps and nonfiction readings/viewings provided an ideal learning environment.  

Overall I came a long way in this class. It was structured in a way that I was able to stay (mostly, with the exception of  sick days) engaged in the content. I know everyone has a different learning style, but if I could learn all subjects through this pedagogy, I would have a much more successful college experience.