Higher education institutions are legally bound to provide equal educational opportunities for diverse learners, traditionally materialized as individualized accommodations. This paper contends that despite the growing interest and scholarship in implementing more inclusive pedagogy enabling access to education for all students, those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classrooms. I argue, that in order to develop a truly inclusive, equitable, socially just and transformative pedagogy and teaching practices, we need a theory that posits disability in the context of learning and development, the theory that integrates disability into human development in a manner that overcomes dichotomized and reductionist perspectives of disability and individualistic notions of learning. Drawing on my research on teaching and institutional practices for a student diagnosed with autism, analyzed through the lens of Critical Disability Studies in conjunction with Vygotsky’s theory of defectology and recent advances in cultural-historical activity theory, especially the Transformative Activist Stance, this paper offers steps toward integrating these approaches into a transformative pedagogy framework for inclusive, equitable, and anti-ableist pedagogy for all learners.
Keywords Vygotsky, defectology, Transformative Activist Stance, disability, Critical Disability Studies, inclusive transformative pedagogy
Categories (categorize this paper)
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy

Upload a copy of this paper     Check publisher's policy     Papers currently archived: 70,008
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

The Formation of Reason.David Bakhurst - 2011 - Wiley-Blackwell.
Minds, Brains and Education.David Bakhurst - 2008 - Journal of Philosophy of Education 42 (3-4):415-432.

View all 10 references / Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

Should Education Be Transformative?Douglas W. Yacek - 2020 - Journal of Moral Education 49 (2):257-274.
Freedom and Empowerment: A Transformative Pedagogy of Educational Reform.Roberta Levitt - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 44 (1):47-61.
Medical Education and Disability Studies.Fiona Kumari Campbell - 2009 - Journal of Medical Humanities 30 (4):221-235.
Making Sense of the Community College: Interrogating Belongingness.Naja Berg Hougaard - 2013 - Outlines. Critical Practice Studies 14 (2):29-53.


Added to PP index

Total views
9 ( #950,462 of 2,505,175 )

Recent downloads (6 months)
1 ( #416,705 of 2,505,175 )

How can I increase my downloads?


My notes