ANTH 376 A: Anthropology of Disability

Course Information

Winter 2026 - ANTH 305: Anthropology of Disability
Class Days: Monday & Wednesday
Class Times: 8:30am-10:20am
Class Location: SAV 166

Course Description

In this course we will look at disability from a cultural perspective—how we talk about disabilities, how media portrays people with disabilities, how the intersection of race/ethnicity, religion and gender impact disability, what are our beliefs about being disabled... We will not focus on any one specific disability rather we will explore the discourse surrounding the identity marker of ‘disability’.

Through readings, watching films, class discussions and writing assignments it is my goal that each student will end the quarter with a better understanding of the language we use and perceptions we have regarding people with disabilities.

Course Objectives

By the end of the quarter students should be able to:

1. Articulate the cultural norms surrounding the discourse of disability and be able to complicate/problematize those norms.
2. Identify the synergy of multiple identities.
3. Identify the nuanced nature of the culture of disability in practice not only as theory.

Instructor Information

Heather Clark, Ph.D.
Email: hdc2@uw.edu
Office:  Denny 228
Office Hours: Monday’s 10:30am-11:30am via Zoom
https://washington.zoom.us/j/99023196927
Meeting ID:

Teaching Philosophy

I approach this course as a cultural anthropologist generally and a linguistic anthropologist more specifically. I am interested in how we, as a culture, talk about disability, what are the hidden beliefs, what are the cultural norms as well as how we challenge the status quo about people with disabilities.

My teaching philosophy is that a class is only successful when all students participate and understand the objectives of the course. I understand exploring and discussing some of these issues may be difficult for some students as well this may be the first time you have had an opportunity to vocalize your thoughts and opinions. I also understand that some people are quieter than others; however, I expect all students to participate in class.  If at any time you are unsure or unclear of the objectives, please ask for clarification. It is more beneficial to me that all of us understand the objectives as opposed to simply getting through the assigned readings.

As your instructor, I will do my best to create an environment where all students have an opportunity to share their thoughts and ideas. I am not interested in having us all think similarly, I am more interested in exploring the differences and the cultural ramifications and beliefs behind our differing opinions. I am not afraid to have a difficult conversation; my one requirement is that all students are heard and respected.

In view of the fact that students learn in different ways I will take different approaches in presenting the information e.g., readings, large and small group discussions, use different types of media, and writing assignments. In this way it is my goal that all students will be able to leave the course feeling successful.

Student Expectations

• Read the assigned texts prior to class.
• Come to class with discussion questions.
• Submit written assignments via Canvas by 11:59pm on the specific date.
• All assignments must be typed, 1.5 spaced, using either Times or Arial 12pt font.
• Actively participate in all group discussions and activities.
• Respect classmates’ ideas and opinions.

Policies/Accommodations

Inclusivity

Among the core values of the university are inclusivity and diversity, regardless of race, gender, income, ability, beliefs, and other ways that people distinguish themselves and others. If any assignments and activities are not accessible to you, please contact me so we can make arrangements to include you by making an alternative assignment available. 

Learning often involves the exchange of ideas. To include everyone in the learning process, we expect you will demonstrate respect, politeness, reasonableness, and willingness to always listen to others – even when passions run high. Behaviors must support learning, understanding, and scholarship.

Religious Accommodations

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at the Religious Accommodations Policy page.

Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Form.

Access and Accommodations 

It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.

If you have not yet established services through DRS but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at Disability Resources for Students page.

Academic Honesty

All students and faculty are expected to abide by the University of Washington standards regarding academic honesty. Plagiarism is a serious offense; I expect all students to correctly cite the sources used for the written assignments.  I prefer the MLA style of citations. More information about the UW policy on academic honesty you can contact Community Standards & Student Conduct at 206-685-6194 or the Academic Misconduct page.

The Use of AI and other machine-related learning and writing tools

All the work you submit in this class, created by you or with fellow students, should result from your thoughts and study, not solely the work of others (human or machine). I do not consider an assignment your work when an AI writing system wrote it for you, even when it has your name on it. It is unethical to have AI writing systems or fellow human beings write a whole paper for you or take a quiz or test on your behalf.

 I do encourage you to ask for help when you create your assignments. This help can take many forms: ask a fellow student to brainstorm with you, work on an assignment in smaller groups, contact a Writing Center on campus, and use AI writing tools to help with grammar and structure (e.g., Grammarly). 

In all assignments, whether written, oral, or visual, you are asked to acknowledge the help (human and machine) you sought in the process.  I will not deduct points for the help you sought. Instead, identifying our sources aids in improving transparency in the creative process called academic research.  Any assignment created primarily by AI writing systems will automatically receive a zero without the possibility of submitting alternative work.

Course Details

Poll Everywhere

It is important to me to hear the different perspectives in the class so we will be using Poll Everywhere several times throughout the quarter. Poll Everywhere is a website designed to encourage interactive learning environments. Make sure you are signed up for Poll Everywhere because we will be using this tool the first day of class. Most of the polls will be anonymous, if not, the lecturer will make sure to inform the class ahead of time. Responses to polls in class can be sent through the website or via text messages. In addition, responses can be moderated to remove the ones with inappropriate language.  Responding to the polls will go towards your overall participation grade, no make-up polls will be offered.  In addition, there are no remote options to submit polls, a student has to be onsite and in class to participate in a poll. Go to the Information and Technology page to set up an account Poll Everywhere Set Up.

Class Format

This class will be taught in person; there is no asynchronous or remote option. From time-to-time students will be asked to sit with their assigned group presentation peers to have small group discussions and participate in the in class graded activities. I plan to present short lectures and then have small group discussions and activities so it will be important for students to attend regularly and come prepared with discussion questions from the readings.

Class Materials

In Canvas, modules have been created for each week, within the module you will be able to find the reading(s), film, and lectures. If new readings are added during the quarter, they will be emailed to the entire class. You are not expected to view the films/videos prior to class. They will be viewed during class time.  However, all films/videos are considered part of the required course materials. If a student is absent, they are expected to view the films/videos missed. Films/video clip citations will be on the power point slides for that class period.

Grading Scale

Everyone starts out with a 4.0 in this class. It is up to you whether you keep your 4.0.  You are responsible for your own learning and self-assessment skills. My feedback will focus on identifying your strengths and weaknesses of your work and helping you identify areas for improvement. I view learning as a collaborative process and encourage you to meet with me if you have concerns about your standing in the class.

Assignments and Grading Percentages:
Written Assignments (30% of grade 75 points each)

• Paper #1: Reflection Essay – due Friday, February 6^th by 11:59pm
• Paper #2: Reflection Essay – due Friday, March 13^th by 11:59pm

The writing prompts and rubrics are located on the class website. It a student’s responsibility to carefully read each writing prompt and view the rubric prior to submitting each paper. You will be writing two essays, so please make sure you understand what is expected.  Papers will be graded using the prompts and rubrics as the reference. I encourage all students to visit the Writing Center prior to submitting each essay to ensure all aspects of the rubric are covered.

All written assignments will be turned in via Canvas by 11:59pm on the assigned due date. A 15-minute grace period will be given; however, all assignments turned in after 12:15am will be considered late and points will be deducted. 
Late written assignments will only be accepted if a student contacts me ahead of time (24 hours’ notice), it is at the discretion of the professor to approve an extension. If no prior arrangements are made late assignments will have 5 points deducted the first day and 3 points each day after that.

Discussion Posts (25% of grade – 30 points each)
To encourage engagement with one another and the ideas presented in class there will be 3 graded discussion posts.  You will be responsible for responding to the initial discussion post and respond to 2 other classmates posts. You will be provided a prompt to respond to, they will be connected to either the specific theme of that week, an overall concept for the class, or a particular text (video or article). The prompts are meant to spark conversation, they are not a formal, academic piece of writing—you will not be citing references, or formally quoting authors—these are more so uncensored streams of consciousness responses.

The discussion posts will be available on Canvas between Saturdays 9:00AM- Mondays 11:59PM, within that time frame you are expected to post your initial response and respond to 2 of your classmate’s posts. No late or make up discussion posts will be allowed. In addition, discussion posts will be monitored to remove the ones with inappropriate language.

• Discussion Post #1 available: January 10^th-January 12^th
• Discussion Post #2 available: February 14^th-February 16^th
• Discussion Post #3 available: March 7^th-March 9^th

Group Presentation (15% of grade – 150 points)
Beginning the third week of class (January 14^th) there will be a group presenting on the articles/topics for that specific week. Each presentation will be no more than 30 minutes in length. The first part of the presentation is to present the texts/themes of the morning; the second part of the presentation will be to lead the entire class in discussion. Each group will be expected to address the specific criteria listed in the Group Presentation Module there you will find the presentation expectations, rubric, and dates/articles each group has been assigned.  To locate which group you are in go to the People Tab and click on Group Presentations then navigate through the different groups to see which one you have been assigned to. If you have the Canvas App your group assignment should be on the dashboard for this class. Included in this assignment is a peer evaluation worth 40 points, the actual in class group presentation worth 60 points and a group write up/summary worth 50 points.

In Class Activities (10% of grade – points vary)
I expect each student to actively engage with the materials and discussions in class. I will make sure there are many ways to participate so if by chance you are not comfortable sharing your opinion in a large group your thoughts and ideas are still heard. The only way the class will be successful is by hearing from each person. I do not believe in only speaking if you have the ‘right’ answer, there is no such thing in a course like this one. We will be exploring the cultural norms and beliefs about people with disabilities so in this way all of us learn from each other.

Throughout the quarter we will have graded in class activities (e.g., polls, small group discussions…), I also expect students to participate in the class activities along with the class discussions. I will not take formal attendance each class; however, missing several sessions/ graded in class activities may affect your overall participation grade. So, if you know that you will have to miss several classes due to outside obligations, I would ask you to consider if this is the course for you this quarter. There are no remote options to submit graded in class activities, a student has to be onsite and in class to participate in these activities. No make-up for in class activities and/or polls will be available.

Quizzes (20% of grade – 20 points each)
There will be three (3) online quizzes throughout the quarter; they will be worth 20 points each. The quizzes will be used as a way to review terms and concepts discussed in class.  The quizzes will be available on Canvas between Saturdays 9:00AM- Mondays 11:59PM. A quiz’s content is based on lectures, readings, films and/or audio material used in class. Once you open the quiz you will have 20 minutes to complete it. Each quiz will be worth 20 points. No makeup quizzes will be available.

• Quiz #1: January 31^st – February 2^nd   
• Quiz #2: February 21^st – February 23^rd  
• Quiz #3: March 14^th – March 16^th

Course Schedule
The following schedule is a general map of the weekly topics that we will cover in lectures, sections, and readings.  Readings are to be completed before or during the week for which they are listed.  Any changes to the syllabus will be announced in class and by e-mail to the class list.

Content Warning
The content and discussions in this class will engage in issues such as ableism, discrimination, racism, sexism, classism. There will also be times when historical language will be used to refer to people with disabilities. Much of the content can be emotionally and intellectually challenging to engage with—so please do what you need to do to take care of yourself. I will do my best to warn students during lecture if there is material that is graphic in nature.

Week 1: Introductions & Expectations
Housekeeping: Syllabus, class website, introductions

January 5^th  
Readings: None

January 8^th
Reading: Wendell, Susan. “Who is Disabled? Defining Disability and The Social Construction of Disability.” The Rejected Body: Feminist Philosophical Reflections on Disability. Routledge, 1996, pp. 11-56. (Chapter 2 is recommended but not required)

Film: Men of Atalissa (35:09)

January 10-12
Discussion Post #1 Due January 12^th by 11:59pm

Week 2: Foundation/Definitions
This week we will explore how Anthropology intersects with Disability Studies, continue to define key terms and begin to look at how the Disability Rights movement began.

January 12^th
Readings:  Kasnitz, Devva & Russell Shuttleworth. “Anthropology and Disability Studies.” Semiotics and Disability: Interrogating Categories of Difference. Linda Rogers & Beth Blue Swadener, eds. Albany: State University of New York Press, 2001. 19-41

Films: Bill Shannon – Challenges Notions of Disability (2:30); Stella Young – I'm not your inspiration, thank you very much (9:15)

January 14^th
Group Presentations Begin

Reading: Linton, Simi. “Chapter 1: Reclamation” and “Chapter 2: Reassigning Meaning.” Claiming Disability: Knowledge and Identity. New York: New York University Press, 1998. 1-32

Week 3: Disability Studies Foundation
This week we will continue exploring how the Disability Rights Movement began along with the discourse and images used when referring to people with disabilities.

January 19^th No Class – MLK, Jr. Holiday

January 21^st
Reading: Shapiro, Joseph P. “Introduction and Chapter 1: Tiny Tims, Supercrips, and the End of Pity.” No Pity: People with Disabilities Forging a New Civil Rights Movement. New York: Times Books, 1993. 3-40.

Film: Sue Austin – Deep Sea diving...in a wheelchair (9:04)

Week 4: Disability Studies Foundations and Models
This week we begin exploring the different models used in Disability Studies.

January 26^th
Readings: Berger, Ronald. “Disability in Society.” Introducing Disability Studies. Boulder: Lynne Rienner Publishers, 2013. 1-23.

Video Clip: Crip Theory (4:00)

January 28^th
Reading: Berger, Ronald. “Explaining Disability.” Introducing Disability Studies. Boulder: Lynne Rienner Publishers, 2013. 25-50.

January 31– February 2
Quiz #1 Due February 2^nd by 11:59pm

Week 5: Intersectionality: Race/Ethnicity and Disability
This week we begin exploring how disability intersects with race/ethnicity. We will examine Critical Race Theory, Whiteness Theory, and DisCrit along with different models used in the discourse of disability.

February 2^nd  
Reading: Annamma, Subini Ancy, David Connor and Beth Ferri. “Dis/ability critical race studies (DisCrit): Theorizing at the Intersections of Race and Dis/ability.” Race Ethnicity and Education, Vol. 16, No. 1 (2013), pp. 1-31, DOI: 10.1080/13613324.2012.730511.

Video Clip: Annie Elainey Why is Disability Representation so White? (5:35)

February 4^th
Reading: Bell, Chris. “Chapter 28: Is Disability Studies Actually White Disability Studies?” The Disability Studies Reader (fifth edition). New York: Routledge, 406-415.

Velarde, Minerva Rivas. “Indigenous Perspectives of Disability.” Disability Studies Quarterly, Vol. 38 No. 4 (2018): Fall 2018. DOI: https://doi.org/10.18061/dsq.v38i4

Film: Samoan Mum with Dwarfism (26:00) 

Paper #1: Reflection Essay Due February 6^th by 11:59pm

Week 6: Intersectionality: Race/Ethnicity and Disability
This week we continue exploring how disability intersects with race/ethnicity. We will grapple with the question of how & when does disability become the primary identity marker and when does race/ethnicity become the primary identity marker.

February 9^th
Readings: Erevelles, N. & Andrea Minear. “Unspeakable Offenses: Untangling Race and Disability in Discourses of Intersectionality.” Journal of Literary & Cultural Disability Studies, 14.2 (2010): 127-145.

Vernon, Ayesha. “The Dialectics of Multiple Identities and the Disabled People’s Movement.” Disability & Society, 14.3 (1999): 385-398.

Video Clips: A brief but spectacular take on Asian American mental health (2:58); New generation of Asian American women fighting to normalize mental health treatment (3:55) 

February 11^th
Reading: Devlieger, Patrick, Gary Albrecht, & Miriam Hertz. “The Production of Disability Culture Among Young African-American Men.” Social Science & Medicine, 64 (2007): 1948-1959.

Films: “It’s Our Story” – Kate Gainer video (8 minutes); TED talk Maysoon Zayid (14:04)

February 14-16
Discussion Post #2 Due February 16^th by 11:59pm

Week 7: Intersectionality: Race/Ethnicity
This week we will continue to explore how disability intersects with race/ethnicity. We will also begin exploring how disability and gender intersect.  

February 16^th No Class – President’s Day Holiday

February 18^th
Readings: Schalk, Sami. “Black Disability Gone Viral: A Critical Race Approach to Inspiration Porn.” College Language Journal, 64.1 (2021). 100-120.

Thompson, Vilisa. “Appropriation in the Disability Community: We Are Our Own Worst Enemy—White Privilege & Inspiration Porn.” Ramp Your Voice, 10 Mar. 2016, rampyourvoice.com/white-privilege-inspiration-porn/.

February 21-23
Quiz #2 Due February 23^rd by 11:59pm

Week 8: Intersectionality: Race/Ethnicity and Disability & Gender
This week we continue to explore how disability intersects with race/ethnicity and gender.

February 23^rd  

Reading: Garland-Thomson, Rosemarie. “Re-shaping, Re-thinking, Re-defining: Feminist Disability Studies.” Barbara Waxman Fiduccia Papers on Women and Girls with Disabilities. Center for Women Policy Studies, 2001. 1-24.

Video Clips: “Paralyzed Bride Walks Down the Aisle”-Today Show (7:47); Aimee Mullins My 12 pairs of legs (9:55)

February 25^th
Reading: Schalk, Sami and Jina B. Kim. "Integrating Race, Transforming Feminist Disability Studies." Signs: Journal of Women in Culture and Society, 2020, vol. 46, no.1 pages 31-55.

Week 9:  Intersectionality: Gender & Religion
This week we continue to explore how disability intersects with gender, along with beginning to explore how disability and religion intersect.

March 2^nd  
Reading: Fannon, Tara. “Out of Sight, Still in Mind: Visually Impaired Women's Embodied Accounts of Ideal Femininity.”  Disability Studies Quarterly, Vol. 36 No. 1 (2016): Winter 2016. DOI: https://doi.org/10.18061/dsq.v36i1.4326

Video Clips: Blind people describe beauty (4:08); The National Blind Fashion Show (5:44); The Tommy Edison Experience (3:06); Two Blind Brothers (5:14)

March 4^th
Readings:  Joeckel, Samuel. “A Christian Approach to Disability Studies: A Prolegomenon”. Christian Scholar’s Review 35.3 (2006): 323-344.

Films: Nick Vujicic: Life without limbs – CBN.com Evangelist (8:16); Religion and Ethics News Weekly – churches that are accessible to disabled people (3:14-12:00)

March 7-9
Discussion Post #3 Due March 9^th by 11:59pm

Week 10: Religion and Disability  
This week we will continue to explore religion and disability. For many people religion plays a paramount role in creating culture, so how does an individual with a disability incorporate religion into their identity? How does religion accept people with disabilities?

March 9^th
Readings: Eiesland, Nancy. "Liberation, Inclusion, and Justice: A Faith Response to Persons with Disabilities." Impact, (2001/2002) vol. 14, no. 3 pages 1-4.

Schumm, Darla. "Why Disability Studies Needs to Take Religion Seriously." Religions. 8. 186. (2017): Fall 2017. DOI:10.3390/re18090186

Film/Video Clips:  Abilities Church (9:52); Out of the Shadows (6:15)
Father Cyril Axel DeafBlind priest (25:41) http://www.youtube.com/watch?v=iX9CEu4AvR4&feature

 March 11^th
Readings: Cupp, Caroline. “Misfit Leadership is What the Church Needs Now.” Divine Access: Disability and Belonging, Fall (2021). https://reflections.yale.edu/article/divine-access-disability-and-belonging/misfit-leadership-what-church-needs-now

Jones, Cyndi. “Made in God’s Image, Imperfections and All.” Divine Access: Disability and Belonging, Fall (2021). https://reflections.yale.edu/article/divine-access-disability-and-belonging/made-god-s-image-imperfections-and-all

Rose, Avi. “’Who Causes the Blind to See’: Disability and Quality of Religious Life.” Disability & Society 12.3 (1997): 395-405.

Stevenson, Kyle. “Finding Healing in My Disability.” Divine Access: Disability and Belonging, Fall (2021). https://reflections.yale.edu/article/divine-access-disability-and-belonging/finding-healing-my-disability

Video Clips: Lakshmi Tatma (4:54); Omar Suleiman (8:01)

Paper 2: Reflection Paper: Due March 13^th by 11:59pm (NO LATE PAPERS ACCEPTED)

March 14-16
Quiz #3 Due March 16^th by 11:59pm