New Academic Journal Promotes CUNY SPS’ Groundbreaking Disability Studies Scholarship

New

Academic Journal

Promotes CUNY SPS’ Groundbreaking Disability Studies Scholarship

In Fall 2019, CUNY SPS welcomed the

publication of Journal of Teaching Disability Studies (JTDS),a peer-re-

viewed journal that seeks to promote and explore disability studies pedagogy.

With its publication, the JTDS joins a growing list of peer-reviewed journals in the discipline, and has the distinction of being the first to be launched primarily through the efforts of the CUNY SPS faculty. Developed by the CUNY SPS disabilities studies program, and edited by its academic director Dr. Mariette Bates, in collaboration with colleagues at the City University of New York and other schools, the journal invites discussion of teaching disability studies topics in a broad range of educational settings and explores how the principles of universal design support student learning. “Disability studies programs have been growing steadily over the last several decades, with certificates and degrees being developed each year. The Journal of Teaching Disability Studies was created to encourage community among those of us engaged in teaching about disability, and to enhance pedagogy in the field of disability studies,” said Dr. Bates. “It is my hope that this journal will help all of us identify and explore pedagogy that prioritizes the experience of people with disabilities of all ages, uses the social model as grounding philosophy, and incorporates principles of universal design in assignment, and course development and delivery.” According to its mission statement, JTDS seeks to encourage teachers at all levels to reflect on, revise, and share original research on how disability studies fits into the classroom, on syllabi, and in public educational programming, and how utilizing principles of universal design supports student learning. The journal’s inaugural edition opens with an introductory essay by Dr. Bates, in which she recounts the creation of the CUNY SPS disability studies program, which offers the first bachelor’s degree of its kind and the first stand-alone master’s degree in the field. Understanding the history of this groundbreaking program, she explained, might help inspire others to develop similar ones elsewhere. The issue also features five submissions reviewed by leading experts in disability studies from CUNY and other colleges and universities nationwide. “[There are] articles on a wide range of topics, from examining universal design strategies in

“It is my hope that this journal will help all of us identify and explore pedagogy that prioritizes the experience of people with disabilities of all ages, uses the social model as grounding philosophy, and incorporates principles of universal design in assignment, and course development and delivery.”

large enrollment courses to the use of a graphic autobiographical novel, El Deafo, with first-year college writers to explore ideas of narrative and voice,” adds Dr. Bates. “I am thrilled that we received such interesting and diverse submissions, and that two of the submissions were from CUNY faculty.” Along with Dr. Bates, a large number of CUNY SPS and fellow CUNY colleagues have contributed to the journal, highlighting the tremendous efforts the School’s disability studies programs have put toward the publication. The JTSD’s editorial board masthead lists CUNY SPS faculty Mark Friedman and Neil Harbus as well as Dr. Bates. Matthew Conlin, a CUNY SPS alumnus and faculty member, serves as both the managing editor and a member of the journal’s review board. Other review board contributors from CUNY SPS include April Coughlin, Sheryl Dicker, Kristen DuMoulin, Cassandra Evans, Mark Friedman, Beth Haller, Devva Kasnitz, Jacqueline Leber, Christopher Leydon, Julie Maybee, Karen Nielson, Jitka Nelb Sinecka, Justine Pawlukewicz, Lisa Pollich, Christopher Rosa, and Franklin Wyman. The significant contributions of the CUNY SPS disability studies program to the JTDS also showcase the School’s larger commitment to the disability community. In addition to the journal, CUNY SPS disability studies faculty, students, staff, and alumni are also heavily involved in either planning School-wide or participating in University-wide disability–themed events yearly, particularly in the commemorative months of April, July, and October. The Journal of Teaching Disability Studies is available online at the CUNY Academic Commons website. Along with each issue, which are published yearly, there are two other sections on the site, both updated on a rolling basis. The Resources and Ideas section offers a space for disability scholars to contribute more information to the discipline, including assignments, syllabi, and essays. The For Students section allows students in the field to submit exemplary papers or presentations.