The article discusses a course on Technology and Disability taught through a philosophical lens, initiated by an instructor at Virginia Tech. This course emphasizes the importance of acknowledging disabled individuals as experts of their own experiences, addressing historical neglect in testimonies related to disability. It incorporates insights from a National Science Foundation grant focused on disabled narratives and has garnered interest from diverse student populations beyond engineering. By centering disabled authors, the course challenges the traditional portrayal of disability in academic discussions, especially within philosophy, advocating for respect and recognition of disabled voices.
Our goal is for students to read disabled people as experts about their own experiences, challenging the historical neglect and dismissal of disabled narratives.
The course responds to the long-standing exclusion of disabled voices in philosophy, shifting the discourse to prioritize their experiences and contributions.
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