Disability Justice, White Supremacy, and Harm Reduction Pedagogy: Enacting Anti-Racist Crip Teaching

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Samuel Z. Shelton


In this personal narrative, I reflect on how I have approached teaching about and for disability justice as a White crip feminist educator. I focus on how I have attempted to be accountable for my Whiteness in my teaching about an activist framework and movement grounded in the lived experiences of queer and trans disabled people of color (Sins Invalid, 2016). Towards this task, I describe my effort to enact what I term a harm reduction pedagogy or an approach to teaching that acknowledges the ongoing violence of whiteness and my participation in it while simultaneously striving to minimize the harm students of color experience in my courses. In the second section of this paper, I describe my process of accountability planning in which I anticipate possibilities for harm and prepare myself to respond to them prior to the moments when they happen.

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