Integrating Crip Theory and Disability Justice into Feminist Anti-Violence Education
Bibliographic record
Abstract
In this paper, I critically reflect on my efforts to and experiences of integrating disability justice and crip theory into my intersectional, queer, feminist pedagogy. I begin by grounding my pedagogical practice in my experiences as an anti-violence advocate / activist in order to argue that disability theory and justice have the potential to not only expand anti-violence education, but also to transform it through careful attention to access, care, and interdependence. In this article, access refers to the possibilities of being fully present and supported within a given learning space; care describes the process of creating access through actions that make presence possible; and interdependence recognizes that access and care must co-exist because people need each other. I then identify parallels between anti-violence work and theories and movements against ableism because I have found this intersection to be pedagogically generative. Next, I describe what disability theory and justice, access, and crip politics (McRuer, 2006; Price, 2015) look like within the context of anti-violence education. In the second section of this paper, I write about how disability theory and justice brought to bear on anti-violence education can help to promote radical imagination and hope as well as deeper understandings of foundational concepts like consent. I also critically examine how anti-violence education can expand the possibilities of disability pedagogy through meaningful engagements with intersectional feminist theory and praxis. My purpose in developing these claims is to demonstrate the ongoing importance of bridging disability theory and justice with intersectional feminist practices of education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.007 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".