interpreting students

2

Can we all just remember that Dirk canonically tried to cook something in Todd’s apartment, and ends up making something that was totally unrecognisable, and that Todd was frankly too scared to eat

beatrice-babe  asked:

I'm working on an assignment about how we could modify the way we teach Shakespeare so students understand it. In combing through JSTOR (our lord and savior) I found two articles both discussing how damned difficult it is to teach Shakespeare. Each is titled 'Teaching Shakespeare'. One is from 1942. The other is from 1893. It is 2017, and we still don't know how the fuck to teach this shit so people get it. Academic struggles all day every day and literally nothing has changed

University was a dream come true for me. I had amazing lecturers and the class had a three-pronged approach:

1. Explain the historical context of the play, how it was originally performed and how it was received

2. View different modern adaptations (at least 2-3, sometimes more, and ideally look at some from other cultures and in other languages) and compare and contrast how they interpret the same text

3. Encourage students to interpret the text in their own way. Wanna make A Midsummer Night’s Dream about two lesbians, Lysander and Hermia, running away from a homophobic society? Go for it. Now explain why you chose to do that and how you would stage it.

We would have lectures that were theory-based, interrupted by the professor playing some clips from different adaptations. Later in the week we would meet in a theatre space and work with the text physically, vocally, and have an open and honest discussion about what we were studying. We got through one play every two weeks over a 12 week period and came out with a solid understanding of each one. Extraordinary stuff.

Now, compare this approach, which is interesting, engaging and relevant to the modern era and our own experiences, to how it’s traditionally taught in high school.

You sit.

In a room.

You read the play.

You’re stuck with it for weeks and weeks.

You have no fucking clue what’s being said or why you should care. 

Your teacher then asks you to write an essay on a topic that will have some ludicrously long title that you barely understand.

You go away hating Shakespeare and viewing it as horrible and boring. 

And you completely miss what the text is about and what it can be about.

The thing that was really powerful at uni, and what we should endeavour to bring to teenage students, was looking at other people’s adaptations. Reading Shakespeare as a 15 year old, or indeed at any age, can be a struggle. It feels like you’re reading gobbledegook. How the hell are you supposed to understand Elizabethan slang? How are you supposed to engage with the story if you keep reaching for a dictionary every 2 seconds? But that’s where skilled actors and directors come into it, because these guys do the work for you. For example, The Globe theatre is a massive draw for tourists around the world. They perform plays in the original language in a way that is hugely accessible and entertaining for all people, no matter their background. They use voice, action and gesture to make sure you understand. It’s an old maxim that Shakespeare is meant to be seen and not heard, and it’s true, so let your students watch the professionals act it out. Let them watch two or three! Maybe more! And once they start to grasp the text, aided by historical context, get them up and get them speaking and performing. And if someone’s shy and doesn’t want to perform? That’s totally fine! They’re now the director, and they can come up with ideas that others will put into practice. 

Get people talking. Start arguments. Shakespeare’s plays will say something different to each different person. What is it about this text that you latch onto? Which adaptation did you like best? How do you think it should come to life? And when you assigns essays and assessments, let them write and argue about what they are passionate about. I fucking hate those essay prompts that box you in and allow no room to put forward your own feelings, which make you talk about the theme of forgiveness or whatever when you think fuck you, this play wasn’t about forgiveness at all, it was about (x).

Even with the little stuff, there’s no point just saying “so the definition of iambic pentameter is…” and moving on, you should be up there with your hand on your heart, making them tap along to their own heartbeats, ba-DUM, ba-DUM, ba-DUM, Two HOUSE-holds BOTH a-LIKE in DIG-ni-TY - great! You feel it, don’t you? You feel those 10 beats in your heart, and now what happens when you recite a line that’s slightly irregular? Sometimes you’ll get a weird line that’s 9, 11 or 12 syllables where everything else is 10, sometimes you’ll get the stressed syllable in a different place than it should be, and you can feel that as you’re reciting - it’s as if your heart suddenly started beating faster or skipped a beat, and you have to listen to it and ask - why did Shakespeare want me to stress that? Why did this character suddenly falter and slip out of rhythm? Same with things like assonance, alliteration, repetition, juxtaposition and all those others words that make students’ eyeballs melt out of their heads. Don’t just make them memorise an arbitrary list of definitions, show them what they can do.

For example: repetition in Much Ado About Nothing. Beatrice and Benedick will often choose a word or an idea and then hit it back and forth like a shuttlecock until one of them drops it. But it’s the repetition of the word heart that is most striking, and the image of Beatrice’s heart in particular. Beatrice has a “merry heart,” she has a “wild heart,” Margaret jokes she should lay Carduus Benedictus to “your heart,” Benedick declares he wants to “live in thy heart.” The word crops up close to forty times throughout the play, associated with love, happiness, sexual ardour - nice things, in other words. In the confession scene we see:

BEATRICE: I was about to protest I loved you.

BENEDICK: And do it, with all thy heart.

BEATRICE: I love you with so much of my heart none is left to protest. 

And then, all of a sudden, just a few lines later, Shakespeare pulls the fucking rug out from under us. Remember all that nice heart imagery? Throw it out the window, and listen to what Beatrice has to say about Claudio, the scumbag who disgraced and almost killed her innocent cousin: I would eat his heart in the marketplace.

HOOOLY SHIT DUDE

Do you see that? One word, one image, one idea and suddenly it’s like the the roof has caved in. Claudio said he loved her cousin, and then he nearly killed her. And Beatrice, with her loving, merry heart, the heart that Benedick wishes to live in, says I would eat his heart. If hurting women is what Claudio intends to do with his love and his heart, then by God she will fucking pull it out of his chest and eat it where everyone can see so they know what should happen to men like him. 

Feel it, listen to it, live it. Those definitions will seem abstract and alien when you read them on the page - who cares if a few words start with the same letter? What does it matter if he repeats a couple of words? But you have to get into the text and really hear and see, viscerally, what these techniques are capable of. They should make the hairs stand up on the back of your neck. 

Historical context is another issue I won’t go too far into, but suffice to say that it’s something that deserves far more attention than it gets. Apart from anything else, it’s interesting! People got up to crazy stuff in Shakespeare’s time, we should know about the world the Bard lived in.

I apologise for ranting, but yes. Shakespeare is often taught in an inadequate or inappropriate way, and for the sanity of high school students everywhere we should endeavour to teach teachers how Shakespeare should be taught.

5 Things to Know Before You Learn ASL

So as I’m coming up on my one year mark of beginning to learn ASL and being in my local ITP for a year too. I thought that I’d make a little post to help out those who are maybe considering about wanting to learn ASL or are thinking about becoming an interpreter. 

NOTE: I am hearing, and this whole post is from a hearing interpreting student’s perspective. If you have any disagreements, comments, concerns, things to add, please feel free to inbox/message me and let me know what you think. If you’re a Deaf/HoH person and feel that I shouldn’t be making this post, tell me why and I’ll delete this immediately if you feel that I’m overstepping my boundaries. 

  1.  Why you are learning the language

Before you start any type of program or look up anything related to ASL, you need to know why exactly you are learning or want to learn ASL. Is your child deaf? Do you want to communicate with some Deaf in-laws or family members? Do you work with Deaf people and want to talk to them or make them feel included? Maybe you want to become an interpreter?

Or do you just want to post ASL music videos on YouTube and get popular and gain thousands/millions of subscribers. Or maybe you only wanna learn the curse words so that you can curse at a person without them know what you’re saying. Or you’re thinkng “Oh, having ASL as a second/third language on my resume will bump me up the list when I’m looking for a job.” Or you’re wanting to learn it because “it looks cool”. Let me tell you right now, if you have any intentions of learning ASL and you don’t plan on talking to Deaf people or using your knowledge of the language with Deaf people then you are not doing it for the right reasons. ASL is not there for your convenience to just dilly dally around with. That is someone’s language and part of someone’s culture that you are dealing with. And you need to respect that. 

      2.   ASL is not signed/mimed English

I can not tell you how many times I’ve had to explain this to people at this point. American Sign Language is it’s own language with it’s own grammar and syntax. ASL is not word-for-word signed English. There is not a sign for every English word and vice versa. There are vernaculars of ASL that are more similar to English (SEE and PSE), but they’re not often used in the Deaf community. There is no universal sign language, not all Deaf people sign the same language. Miming/pantomiming is not ASL, in fact miming has absolutely no correlation to sign language whatsoever. ASL is a beautiful visual language and it deserves better than just being minimized to a label of “signed/mimed English”. 

      3.   With ASL comes Deaf culture

As with learning any language, you also learn about the culture that ties into it. For example, Deaf people sort of condemn the term “hearing impaired” because it sounds like they’re broken, when they’re not. I didn’t know that most Deaf people preferred the term “Deaf” or “Hard of Hearing” until my ASL I teacher told me that my second week into school. So that way, when you are in a setting where you’re with a lot of Deaf people, you don’t stick out too much by acting like a hearie or offend anyone. Also, don’t be disrespectful when learning more about the Deaf community. Don’t laugh or jeer or make fun of anything that you might learn, that’s rude. You might actually be surprised with what you learn. 

      4.   Be adventurous 

If you do enroll in an interpreting program, your professors/teachers will likely require you to go to some Deaf events. And if you are just starting out, the thought of going to places full of deaf people and signing after you’ve only been learning for a couple of months is terrifying. I know. Just know, that when you do go to Deaf events, whether they be coffee chats, silent lunches/dinners, don’t be afraid to talk to people. You’re not gonna get very much practice or learn anything if you’re sitting over in a corner just watching everyone else sign. You learn better by being in a practical environment. Also, don’t be scared of talking to Deaf people. 95% of the time they are very glad you’re making an effort to learn ASL and they are very willing and patient with you if you’re just starting out (although you do get the occasional bad apple). If it helps any, go with a group of friends. It’ll ease your nerves knowing that there’s a few people at your level around you. Just takes some chances, it’ll help you in the best way possible. 

      5.   IT WILL BE HARD WORK

Just like any goal that you want to achieve, the road there will require hard work. If you are serious enough about learning the language, then you should know that it will take some time to learn well enough. If you’re willing to work and study hard to learn, then you’ll be just fine. I’ve had a lot of cramped hands, late nights, and tears over the past year, but I love ASL and the Deaf community that I’m near and that motivates me to learn more and practice more because I absolutely love signing. Now, I’m nowhere near fluent because like I said, I’ve only been learning ASL for close to a year. My fingerspelling is still a little slow, my receptive fingerspelling is even slower, and my sentence structure need some work. But I’m gonna keep working at it because I love this language. You know what they say, “Rome wasn’t built in a day.” Well, the same goes for language fluency. It can’t be achieved in a day, or a week, or even a month. It takes time, everyone learns at a different pace. It’s just adjusting that pace to your speed. 


Okay, so those are 5 things that I think that everyone should know before they consider learning ASL. Like I said before I started, if you have any comments, questions, concerns, complaints, etc. please inbox or message me and I’ll be happy to respond to your inquiries. 

Okay guys, hear my out here. Deaf witches and wizards. I refuse to believe that out of all the wizards in the world, there are not Deaf ones.

Deaf witches and wizards having to learn silent ways of doing spells, because they can’t voice it. Their way of doing spells being a lot like sign language. Each spell having its own hand and finger placement, wrist movement, and grip. And if one thing is off, you end up doing a completely different spell. Having multiple different ways to do the same spell across different languages and countries.

Deaf first years not understanding what’s going on with the hat they keep putting on everyone’s head, because there’s no interpreter. There being a silence when they’re called up, but they obviously didn’t hear their name. They don’t move until someone motions them to go up to get sorted. Once again, just sitting there for a while after being sorted, because they didn’t hear which house they were put into. Mcgonagall pointing to which table they should go to. The first year then just looks around, even more confused than they were before.

Deaf first years getting overwhelmed with all the new signs they have to learn for all the new magical terms and animals. Them getting frustrated with not being able to do any spells while everyone around them is. A Deaf 6th year coming up to them and teaching them what they did to be able to do the spells.

Deaf students drop out, because they can’t keep up. Coming back to that same school when they are only, and the school has more resources for its Deaf students. Older Deaf witches and wizards going back to school after years of not being able to use magic the way everyone else can. Being sorted for a second time alongside all the eleven year olds. Seeing all the resources for the Deaf that they wish they had had when they first came, but it’s better late than never.

Their hearing peers learning sign language so that they can talk to them, and help them with what’s going on in classes. Students getting together and demanding the school get an interpreter for the Deaf students. 

Deaf magical schools being formed so that Deaf witches and wizards can properly learn the things they need to, to be the best they can.

Deaf wizarding communities with Deaf only shopping districts. Where they can buy all their necessities without having to deal with the hassle of dealing with hearing witches and wizards.

Just DEAF WITCHES AND WIZARDS!

Someone just give me Deaf witches and wizards, because if it’s not a thing, it needs to be.

#Just Duolingo Things

That passive-aggressive, slightly threatening email you get when you miss a day, which strongly advises/warns you to “keep the owl happy” (or else???)

anonymous asked:

Hawkeye gets drafted to visit a school cause all the other avengers are busy. He's talking about what he does and notices an adult next to a child near the back motioning to her. They're the class interpreter for the deaf student. Clint then starts signing as he speaks much to the delight of the child.

I… I don’t know if I have a lot to add to this, anon. it’s lovely.

Clint keeps talking to the other kids but eventually starts signing jokes to the little girl, who grins and giggles at him. She can’t be older than 9, maybe 10, and she blushes a little as she starts to sign back at him, her little hands stumbling a little in her nervousness. When he’s done talking to the rest of the kids, he walks up to her desk and kneels down, almost falling over as she jumps out of her seat and hugs him, wrapping her arms around his neck.

The interpreter’s a little teary-eyed. He is, too.

first semester schedule of an interpretation & translation grad student

I’ve gotten a lot of messages from people who are interested in pursuing their studies in interpretation and/or translation, so I’d like to make an effort to share as much of my experience as possible as a grad student in a similar program!

To start, here’s a list of the classes I’m taking my first semester:

  • Introduction to Translation and Interpretation (lecture)
  • Introduction to Eng-Kor Translation * (seminar)
  • Kor-Eng Translation Practicum (seminar)
  • Eng-Kor Consecutive Interpretation (seminar)
  • Kor-Eng Interpretation Practicum (seminar)
  • Interpretation Seminar (seminar)
  • Advanced Korean Fluency (lecture)
  • B Language Fluency - Korean (seminar)
  • Global Business (seminar)

* Kor-Eng denotes translating Korean source texts into English. Eng-Kor denotes translating from English into Korean.

With the exception of one, each class is 3 hours long and meets once a week. The two lectures contain about 60 students, while seminars are limited to 9-11. I have class Monday through Saturday.

All classes, with the exception of Global Business, are conducted in Korean, although texts and speeches may be in English.

I can go more in-depth later about the format of the classes and assignments for anyone who’s curious~ But for now… back to translating my article for Thursday. :>

youtube

(for advanced students,interpreting students and D/HH)

Institute Facts According to X6-88
  • Greed and materialism don’t exist in the Institute. (okay)
  • The Advanced Systems division had plans for a vehicle like this. It ended up being more trouble than it was worth. (I think this in reference to the submarine)
  • The Institute’s founders frowned on television. They thought it was a detriment to science. (choosing to interpret this as “grad students were spending too many nights getting high and watching loony tunes)
  • Some of the scientists enjoy filmed entertainment. I have no use for it.  (INSTITUTE MOVIE NIGHT IS CANON)
  • Why store corpses? This space could be put to more efficient use. (institute cremates?)
  • I was told a great writer once lived here. I’m not sure how anyone that wasn’t a scientist can be considered great. (for a long time, i interpreted this as “the institute frowns upon creative expression” but then i realized that x6 is actually just way too into scientists.  missed storyline potential: rescue this awful man from the institute)
  • The medicine that was practiced here is almost barbaric compared to the Institute’s advances. 
  • A place for infant humans. I’ve only seen one once. It was unsettling.  (in response to a nursery.  assuming the institute has a communal nursery.)
  • We sometimes find older-model synth parts in places like this. Scavengers are a constant threat to our surface work teams. (I think this one triggers in a warehouse.)
  • Doctor Karlin thinks the world’s oceans are probably filled with huge, mutated sea creatures.
  • People killed each other for food here. The Institute will never have those kinds of problems.
  • The SRB monitors all radio broadcasts in the Commonwealth. We think the Railroad might be sharing coded messages that way.
  • A single Institute holotape could hold all of the text in this library.
  • All of these computers put together wouldn’t match the processing power of one Institute terminal.
  • I’ve never understood this game. If the objective is to destroy the pins, why not just shoot them? (no bowling in the institute?  or, just as likely, synths aren’t allowed to have fun.)
  • The Robotics division did something like this once.  (I think this one is in reference to the place where they race and bet on robots)
  • One of the scientists in Advanced Systems tried to figure out how this boat could have ended up here.  Eventually, he just gave up (in reference to the uss constitution)
  • The older sections of the Institute look a lot like this.  (corvega)
  • I used to come here for target practice.  (the amphitheater.  i wonder how often coursers are allowed to go to the surface?  do they mostly stay up there?  or do they mostly stay in the institute?)
  • We send scavenger teams to places like this to collect chemicals.
  • Learning from books? Not exactly efficient
  • In the Institute, we’ve advanced far beyond books. Children learn from interactive terminals.

Tfw you want to confirm your university accommodation contract abroad, but in order to do that you need a bank account in that country, which you can’t open unless you have a place of residence in that country, which you can’t rent unless you have a bank account there, which you can’t open unless…

can we just take a moment to consider maths student Enjolras:

  • maths student Enjolras tearing down peoples’ arguments because they’ve interpreted statistical information incorrectly
  • maths student Enjolras simultaneously wanting more politicians who have a background in STEM subjects and wanting less of a push towards STEM at the expense of arts/humanities in schools
  • maths student Enjolras hating that he has so many contact hours for his course in first year because it gives him less time for activism stuff
  • maths student Enjolras trying to gently persuade Grantaire that maths can be fun when they start dating and just being met with blank looks
  • maths student Enjolras sometimes writing using mathematical shorthand in meetings and having Combeferre gently explain that nobody understands what the ‘there exists’ symbol ( ∃ ) means
  • maths student Enjolras despairing at the number of people on his course who just want to become (probably corrupt) bankers
  • maths student Enjolras trying to show Grantaire that he can make jokes too by signing his name as 2,71 (=e) and being sad when the joke requires so much explanation that it loses all humour
  • maths student Enjolras hating that stats professors always use gender in examples as something which can only take two values (male or female) and then starting a rant mid-lecture
  • maths student Enjolras agonising over what to study at university because nowhere offers a joint honours in maths and politics
  • maths student Enjolras letting people assume he studies politics anyway because he doesn’t like how everybody always replies to ‘I study maths’ with ‘oh, I hate maths’

please feel free to message me about this, I think about it often enough

I decided I wasn’t satisfied with the “deaf students at Hogwarts” post, so I’m making my own.
Deaf Students at Hogwarts 2.0


Muggle born deaf children being worried when their hearing aids stop working at Hogwarts (since magic interferes with electrical devices), but then the Charms professor gives them a spell that will protect the aids from the interference. But better yet, magical hearing aids that automatically adjust to your hearing level so you don’t have to have them reprogrammed at an audiologist, and with a magically enhanced battery that lasts for months instead of days.

More deaf muggle born first years going up to their professors with their FM systems and having to explain how the sound could possibly go from that little box into their ears.

HoH students mishearing the spells their friends or teachers are using, and completely freaking out. “DID YOU JUST TRY TO IMPERIUS ME??” “Dude no, I said “engorgio” not “imperio”. “Oh”
HoH students in classes mishearing teaching instructions, with varying results. “Look everyone at how vibrant Brown’s potion is already, it’s the best I’ve ever seen! Have you added the five porcupine quills yet, Brown?” “Oh, you said to add five? I thought you said nine.. Guess it worked out alright anyway.”

Signing students being assigned special spell books that go in detail over the proper wand movements to cast a spell without any verbal additions because spell casting should not be strictly confined to having to say a word.

Winky the house elf is eventually enlisted to the House Elf Interpreting Group and she and the other house elves in the group act as interpreters for the deaf students. The house elves know and teach sign language because they require a method of silent communication in order to be silent while serving the assholes who enslave them. Anyway, the house elves bond strongly with their deaf students as they are with them for the majority of their school careers, and many of the students send their interpreters gifts every Christmas to show their continued appreciation for them. Of the 10 members of SPEW, 5 are Deaf. Also, when bullies try to jinx the deaf kids and they don’t hear the spell coming, the house elf will use their own magic to protect their student, and then let the elves down in the kitchen know which kids are jerks, so they “forget” to send dessert up to their table for a week.

5

28 y/o, Texas livin’ - soon to be Wash D.C., full time ASL interpreting program student, CODA, happy, healthy, ambitious, goal-oriented, and always seeking more positivity. ✨
Desiring more friends who have similar interests. Message me and let’s chat. 🎈
@davinacavazos @davinacavazos @davinacavazos

Librarian/ student au
-librarian always helps student get the best books, bonus if they even hide them before anyone gets to them first
-student has a crush on librarian and starts volunteering at the library
-school library and librarian will get fired if they are found out to be dating a student
-librarian getting all geeky and talking hours on end about books and student just sits there and let’s them talk because they love to listen to the sound of their voice and they have so much passion
-bonus if the student also listens to the librarian geek over books because it will help the student with their homework
-student going to librarian for help understanding/interpreting a book
-student spending lunch at the library to make sure librarian eats because student knows librarian gets too into the books sometimes

-making out in the secret places only the librarian would know
  • What teachers say: Your report is eight pages maximum.
  • What teachers mean: please don't make it too long, I have to read these after.
  • How students interpret it: Shoot my report is barely seven pages...that's much too short I need to add more :S
accessibility in classrooms

I’ve started thinking about ways I’d try to make my class accessible if I was a professor, hopefully I’ll get to be one someday… I don’t manage to make everything accessible in my life now, but I hope that maybe if I was a professor I would have access to more resources to make it more possible? I don’t know. with help, I think a lot could be done. 

One of the things I wish so much is that professors would pre-plan their classes to be accessible. It is a great failure of the system that the only way accessibility needs are currently met at all is if students with disabilities are registered with documentation at their school’s disability office, and if that office works with the professor to provide only those accessibility needs required by particular students. What really needs to happen is that professors, in conjunction with disability services departments and IT services and other resource providers, build their classes to be as accessible to disabled students as possible, whether or whether not there are students with specific disabilities in the class. This way, accessibility becomes a given, not a “special case.” It also creates a much more educationally solid environment for everyone.

I’d make accessibility a grading criterion (not in some absolutely strict way but in a nuanced fashion), I’d want to (as much as possible) get resources and support to do things like:

  • captions/ subtitles on all media
  • music videos and songs with lyrics
  • written transcripts when captions/subtitles not possible, or in addition to captions/subtitles
  • audio, text and braille descriptions for video, images
  • good acoustics in classroom settings
  • close-knit seating around big tables, with the option to also sit further away if needed
  • microphones to be passed around or clipped to clothing for whenever anyone says anything in class
  • smaller number of students in class
  • projections of notes/handouts/texts on screens while reading/referring/discussing them
  • availability of all lecture/presentation notes, assignment handouts, powerpoints, media, text/audio descriptions, transcripts, subtitles/captions, etc. online
  • for writing and assignment feedback: everything to be available online in text form, as well as discussed in class
  • text transcriptions of all handwritten feedback/assignments/etc. online/in class
  • understanding + empathy for students who need to miss class more than once or twice a semester, or even a lot; workarounds possible
  • online summaries of what happened in each class
  • online class notes available for every single class session
  • options to do assignments in multiple formats
  • readings/handouts/texts available in multiple formats: audiobooks, ebooks, computer-legible PDFs, photocopies, print books, braille, large-print, etc.
  • support for various kinds of assistive technologies; these technologies should be readily accessible without bureaucratic or economic issues
  • real-time captioning (CART) for all class sessions; transcripts available online
  • audio and video recordings of all class sessions available online
  • trigger/content warnings for everything
  • sign language interpreters in class and for all media (multiple sign languages if necessary/possible)
  • both online and offline class sessions
  • easily wheelchair accessible classroom location
  • wheelchair seating areas inside the class that work well, where the table or part of the table/desk is also accessible for a wheelchair user
  • scent-free environment
  • students can easily leave the classroom for various needed breaks at any time (bathroom, medication, food, water, emotional space, etc.)
  • class breaks every hour (or less) for at least 15 minutes
  • people can eat and drink in class (quietly if possible)
  • name tags with clearly written/typed names
  • language interpreters/translators available
  • oral interpreters available
  • for group work, students go to different quiet locations (not all in the same class)
  • no harsh lighting (lighting that does not trigger seizures, migraines, other health issues)

Please let me know if you think of more! This is an incomplete list, certainly. please feel free to reblog + add to this, I would really like to learn more/ see what we can come up with.

A lot of people would say that this kind of thing is impossible. That catering to everyone’s needs (and possible needs) is too much work, makes it impossible to conduct a class at all, there aren’t enough resources, etc. But I don’t think it’s impossible. I think that resources need to be allocated accordingly, and with a multiple spaces and needs model of accessibility, it is possible to create a much more accessible space. And anyway, thinking it’s impossible isn’t a good reason to not try to make it happen. ableism needs to be overthrown inside and out of the academy.

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24.03.15

My first post as a part of the Studyblr community! yay!
I love this little bio of Katheryn by Conor Bryne, but it definitely reads like a uni student essay. I like the attempt he’s made at taking a “feminist” perspective of her circumstances, but (sort of predictably) it was a bit of a hit-and-miss on a few points and he couldn’t completely remove certain (misogynistic seems harsh so I’ll use close-minded?) biases from his arguments. Its a good read though, and a lot kinder than PG or AW interpretations.