Abstract
This article looks at ways institutions of higher education (IHEs) can use the models of disability, disability studies, and Deaf studies to “crip” and “Deafen” their response to COVID-19. A review of previous epidemics and pandemics, including yellow fever, the 1918 influenza epidemic, polio, and HIV/AIDS disease, disability, and Deafness. Health services, counseling centers, and disability resource centers expanded over time, and IHEs still rely heavily on them for health, disability, and Deaf concerns. By cripping and Deafening COVID-19 responses, higher education can use a more holistic view of the pandemic, making illness, mental health, disability and Deafness the responsibility of entire campuses, which can then proceed to do intersectional anti-ableist and anti-audist work that includes people with disabilities.
Recommended Citation
Harbour, Wendy S.
(2021)
"Cripping and Deafening COVID-19- Re-Framing a Pandemic in Higher Education,"
International Journal on Responsibility: Vol. 4:
Iss.
1, Article 4.
DOI: https://doi.org/10.62365/2576-0955.1051
Available at:
https://commons.lib.jmu.edu/ijr/vol4/iss1/4
DOI
10.62365/2576-0955.1051
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
