Scholarlink

This chapter introduces crip and queer theories as perceptual tools in designing inclusive learning spaces that center diversity in the biological anthropology (BA) classroom. We exemplify practices that foster a sense of belonging and promote the essential value of multidimensional identities as foundational to all learners. By demonstrating educational barriers for disabled and/or queer students and practitioners of BA through testimonials, we argue that putting these theories into practice can help educators deflect cisheteronormative and ableist processes that impact student/educator experiences. Intentional inclusive practices, originating in the classroom, can overall promote the visibility and value of diversity within the field of BA.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Cripping, Queering, and Transforming Education in Biological Anthropology

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

查看全文
  • Samantha H. Blatt,
  • Ashley C. Smith,
  • Juliette R. Bedard,
  • Miles Hodges-DeLone Rhoads,
  • Trace Miles,
  • Patricia N. Morales Lorenzo

摘要

This chapter introduces crip and queer theories as perceptual tools in designing inclusive learning spaces that center diversity in the biological anthropology (BA) classroom. We exemplify practices that foster a sense of belonging and promote the essential value of multidimensional identities as foundational to all learners. By demonstrating educational barriers for disabled and/or queer students and practitioners of BA through testimonials, we argue that putting these theories into practice can help educators deflect cisheteronormative and ableist processes that impact student/educator experiences. Intentional inclusive practices, originating in the classroom, can overall promote the visibility and value of diversity within the field of BA.