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.

Choosing of Narratives

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.

University of Wisconsin - Madison

The narratives analyzed in this article are narratives of authors Emily Abrams and Colleen Floyd about their undergraduate experiences. These narratives are framed by a note that Abrams is a white, queer, first-generation, disabled doctoral student and Floyd is a white, disabled, queer woman, who is a master's student. 

Methods of Study

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

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