Abrams and Floyd both note in the article that re-engaging with the stories presented in this article had an emotional impact, and time was taken to write the narratives in ways that presented the emotional complexity of writing while maintaining their own well-being. 

Emotional Saliency of Narratives

Abrams and Floyd also note that both Abrams and Floyd during the completion of this article moved from being graduate students to staff members at different universities as an academic success coordinator and a disability services professional. Part of this article is them bringing this new lens to the narratives shared.

Lens brought to Analysis

Abrams and Floyd were deliberate in choosing narratives that they felt aligned with specific tenets of Crip Theory and moments where instances of ableism were indicative of broader inaccessible practices. Abrams and Floyd also chose experiences where they experienced access beyond legal compliance to show how there are already faculty members either intentionally or not applying Crip Theory in practice in higher education.

University of Wisconsin - Madison

Abrams et.al. note that author Elisa Abes is a non-disabled, white, cisgender, lesbian faculty member and that working on this article with Abrams and Floyd made Abes more aware of how she perpetuates ableism as a faulty member.

Faculty Collaborator Note

Abrams, E. J., Floyd, C. E., & Abes, E. S. (2024). Prioritizing Crip Futures: Applying Crip Theory to Create Accessible Academic Experiences in Higher Education. Disability Studies Quarterly, 43(4). https://doi.org/10.18061/dsq.v43i4.8270

Learn Before

Related

Learn After