Monstrous Pedagogy at the Intersections of White Privilege, Visible Disability

Abstract

This autoethnographic article centers my White, disabled, and female body as a site of knowledge and struggle within the context of teaching an introductory communication course. I chronicle through key experiences I have had as an official instructor. I draw from various scholars whose work explicates the official teacher’s body as consequential. As a White woman with a visible disability, I use Calafell’s articulation of monstrosity to process through how I perform my White, disabled, female identities in the classroom.