Abstract
In higher education, addressing historical injustices and promoting inclusivity in curriculum design and pedagogical approaches are imperative. Historically, narratives within science and medicine have disregarded disabled individuals and people of color, perpetuating exclusionary practices within academic institutions. This research explores the intersections of disability studies and medical education, emphasizing the importance of incorporating disability narratives and perspectives into instructional strategies to foster a more inclusive postsecondary learning environment. Drawing upon Columbia University as a case study, this research investigates the history of human rights violations within medical schools from the eugenics movement to the present. To continually improve medical education, the author proposes the implementation of a new education model—a disability justice-centered restorative history curriculum. An evolving theory that centers educational access based on the principles of disability justice, aims to rectify historical injustices, and challenge dominant narratives across interdisciplinary fields. By integrating knowledge ecologies that bridge research, teaching, and medical humanities—educators can develop instructional strategies that acknowledge, rectify, and prevent the recurrence of past injustices within tertiary education settings. This study utilizes archival research and Universal Design models of Learning and contributes to discussions on the future of the university by highlighting the importance of addressing historical legacies, promoting citizenship, and shaping identity through inclusive practices and institutional accountability. By linking research and teaching in higher education, institutions can cultivate a more equitable and just learning environment that prepares students and educators to actively engage with issues of social justice and diversity in their academic and professional pursuits.
Presenters
Jess GallagherStudent, MA, Human Rights Studies, Columbia University, New York, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Disability studies, Inclusive education pedagogies, Medicine, Human Rights
