Troubles Online Ableism and Access in Higher Education 

Online education is often heralded as a solution for accessibility to higher education; however, ableism thrives online. In this timely collection, contributors aim to trouble what online teaching looks like and think critically about how disability is addressed in online classrooms. Through narratives, poetry, interviews, and scholarly analysis, they reflect on disabled, mad, sick, and crip online pedagogy and highlight the possibilities of expanding critical standards for accessible teaching and learning. Necessarily interdisciplinary, this collection retheorizes the classroom around a justice-based approach to online pedagogy and challenges the assumptions we have around universal design. Refusing to position access as an afterthought, this collection troubles our engagement with online accessibility in uncertain and evolving times.

About the Editors

Chelsea Temple Jones is an associate professor in the Department of Child and Youth Studies at Brock University and the co-producer of Podagogies: A Learning and Teaching Podcast at Toronto Metropolitan University. Fady Shanouda is an assistant professor at the Feminist Institute of Social Transformation at Carleton University. Lisanne Binhammer is an educator, researcher, and designer who received her MA in Anthropology with a specialization in Digital Humanities from Carleton University.

With contributions by Felicita Arzu-Carmichael, Fiona N. Cheuk, Mina Chun, Kimberlee Collins, Elena G. Garcia, Jay Dolmage, Esther Ignagni, Donna Jeffery, Erika Johnson, Curtis Maloley, Mary McCall, Elizabeth Mohler, Jenna Reid, Kristin Smith, Hannah L. Stevens, Jessica Vorstermans, Nathan Whitlock, and Anne Zbitnew.

This work is licensed under a Creative Commons License (CC BY-NC-ND 4.0). It may be reproduced for non-commercial purposes, provided that the original author is credited.