This article discusses the advantages of asking students to consider issues of access and disability as they map campus spaces. Putting place-based and mapping pedagogy in conversation with scholarship on disability, I propose that having students learn to better account for different uses of space can help them consider the ideologies that shape spaces.
Enabling Geographies: Mapping Campus Spaces through Disability and Access
Fernando Sánchez is assistant professor of English in professional writing at the University of St. Thomas in Saint Paul, Minnesota, where he teaches courses on research methods, spatial rhetorics, and first year composition. His research interests include diverse publics in technical communication, healthcare rhetoric, and design as well as issues related to communicating across disciplines. His scholarship has appeared in Writing Program Administration, Trans-Scripts, Composition Studies, Computers and Composition, Journal of Technical Writing and Communication, and WAC Journal and in the collection Writing Programs, Collaborations, and Partnerships: Working across Boundaries (edited by Alice Myatt and Lyneé Gaillet, 2016).
Fernando Sánchez; Enabling Geographies: Mapping Campus Spaces through Disability and Access. Pedagogy 1 October 2018; 18 (3): 433–456. doi: https://doi.org/10.1215/15314200-6936867
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