Formative education through disability studies
Kevin Timpe, Clara ParkerPurpose
This paper describes the design and pedagogical approach on a university course on disability studies that explicitly aims to foster virtue development through formative education. In particular, the course seeks to cultivate virtues needed for building inclusive communities while raising awareness of ableism and the historical marginalization of disabled individuals.
Design/methodology/approach
This paper employs a reflective study approach, detailing the course structure, pedagogical decisions, and assessment strategies used to create an environment conducive to virtue formation.
Findings
The course demonstrates how intentional pedagogical design in a class on disability can be explicitly formational throughout. Key elements of the pedagogy discussed include particular virtues needed for inclusive communities, building in accessibility, and designing assignments that encourage ongoing reflection and advocacy. Student reflections indicate that the course produces “troubling knowledge” that not only reshapes how students think about disability but also motivates toward advocacy work.
Originality/value
This paper contributes to discussions of character education in higher education by providing a concrete model of how course structure, design, and pedagogical practices can encourage virtue cultivation while addressing disability justice. It demonstrates how disability studies can serve as the environment for character formation and offers transferable insights for educators seeking to make courses more explicitly formational.