is a bi-weekly podcast that raises awareness about mental health, disability and access in higher education. We hope to highlight the humanness of people with disabilities and health challenges, as well as provide resources related to teaching and learning.
To show each other what’s possible.
By representing ourselves, we push back against symbolic annihilation, which describes “how communities feel when people with whom they are identified are ignored, aligned, or misrepresented” (Caswell & Cifor, 39).
To share resources and form relationships through reciprocity.
Receiving an equitable education is a community effort. By taking a restorative approach, we “shift the pedagogy away from the rational individual learner toward the interactive aspects of learner communities that are essential to a socially just education” (Lewellyn & Lewellyn, 12).
To share the journey and form a community ethics of care.
Like disability-informed pedagogy, which focuses on the social model rather than the medical model, thereby moving the responsibility from the individual to society, we consider how “archivists are seen as caregivers, bound to records creators, subjects, users and communities through a web of mutual affective responsibility” (Caswell & Cifor, 24). This is marked by “radical empathy, the ‘ability to understand and appreciate another person’s feelings, experience, et cetera” (25).
Caswell, Michelle & Cifor, Marika. “From Human Rights to Feminist Ethics: Radical Empathy in the Archives,” Archivaria, no. 81, 2016, pp. 23-43.
Llewellyn, Kristina R., and Jennifer J. Llewellyn. “A Restorative Approach to Learning: Relational Theory as Feminist Pedagogy in Universities.” Feminist Pedagogy in Higher Education Critical Theory and Practice, by Tracy Penny. Light, Wilfrid Laurier University Press, 2015, pp. 11–31.