Ten Approaches for an Antiracist, Anti-ableist Pedagogy

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Developer: Ava Bindas Contact, Kristen Figgins Contact, Jude Fogarty Contact

Peer Reviewer: Travis Chi Wing Lau (external), Odette Reid (external), Adrian S. Wisnicki (internal)

Webpage Developer: Adrian S. Wisnicki

Publication Date: 2026

Overview

This resource guide offers practical strategies for instructors seeking to create antiracist, anti-ableist classrooms. We begin with a brief overview of how racism and ableism intersect in the academy. Drawing on examples from UVC syllabi, assignments, and lesson plans, we highlight approaches that support all students by making learning more inclusive, relevant, and accessible. These tips are organized from broad to specific, beginning with academic norms, then moving through course content and delivery, assignment design and assessment, and concluding with practical accessibility strategies. An annotated list of further readings is included at the end.

Introduction

Both in scholarly work and pedagogical practice, the intersections of race and disability are often overlooked. People of color are often thought of solely in terms of their race, without consideration of other aspects of their identity, such as disability (Connor, Ferri, and Annamma 2). On the other hand, Disability Studies has long centered whiteness, considering the disabled body white by default or failing to consider the ways that disability intersects with other identities (Bell 275-276; Connor, Ferri, and Annamma 3).

As these exclusions suggest, one primary issue at stake in racism and ableism – whether taken together or separately – is that whiteness and able-bodiedness are assumed to be the default (Bell 275; Connor, Ferri, and Annamma 19; Inoue 49; Price 5). As such, “racism and ableism circulate interdependently, often in neutralized and invisible ways, to uphold notions of normalcy” (Connor, Ferri, and Annamma 3). Even within academic spaces, where we often consider – or even study – race and disability, this invisibility makes the elements of racism and ableism that are built into the very structure of our academic values, expectations, and fields of study easy to miss.

The invisibility of ableism in the academy is compounded by the fact that, more likely than not, we all have students in our class who will never disclose their disability or request accommodations. Disability disclosure is risky, particularly for students with intersecting marginalized identities who may experience increased discrimination (Dolmage 25-6, Miller, Wynn, and Webb 116, Samuels 16-18, Seelman 143, Wood 82). Because of the risk involved, and the barriers to accessing accommodations, it is estimated that two-thirds of students in higher education do not disclose their disabilities (Dolmage 22).

Designing classrooms that are antiracist or anti-ableist do not have to be separate pursuits. Instead, these can be complementary and often even identical projects, as considering the two together reveals many overlaps, not only in terms of the oppressions and barriers students face, but in the ways that we can counteract them within our classrooms (Connor, Ferri, and Annamma 12). However, identifying these overlaps and modifying course content, structure, and assignments can be labor intensive and daunting. This resource guide offers a list of interventions alongside sample syllabi, lesson plans, and assignments from the UVC site, intended as a practical tool for interested instructors.

Our tips are organized from global to local, beginning with academic norms, then covering course content and delivery, assignments and assessments, and ending with accessible document design. As we highlight, antiracist, accessible teaching practices benefit all students – regardless of identity – through enabling them to connect content to their lived experiences, take agency over their learning, and utilize their strengths.

Ten Approaches

Disrupt and call into question academic and cultural norms

Academic and cultural norms about how we argue, communicate, and produce knowledge often devalue marginalized or non-dominant ways of knowing and learning. As a result, teachers often overlook valuable contributions of students with marginalized identities, thereby impacting their success, retention, and advancement. By staging discussions that ask students to question academic conventions, you can enable students to find their own place and voice within your classroom and empower them to negotiate these expectations in more traditional classroom spaces.

Below, we’ve included a list of some of the cultural and academic norms that typically show up in humanities classrooms. For each of these, consider discussing with your students the norm’s origin or history, the kinds of values or power structures being supported, and what types of knowledge, perspectives, or identities are not represented.

the traditional essay form
the expectation to communicate in white, academic English
the valuation of academic rigor
the components of persuasive argumentation
the literary canon
the objectivity and value of privileged kinds of primary and secondary source material
the “hidden curriculum” of the university

Questioning these conventions might lead to new ways of thinking about what academic work can look like. For example, Hyungji Park’s lesson plan, “Visualizing Korea,” asks students to analyze a “collage of alternative texts,” including maps and photographs. Through these visual materials, the exercises included in the lesson plan call into question both academic and cultural values. First, the exercises disrupt the idea that written accounts ought to be our primary source for history, dealing creatively with the absence of writing about Korea within Victorian history and narratives. Second, the exercises disrupt investments in the objectivity of images such as maps and photographs, demonstrating how something seemingly objective such as a map of the world, can “betray ethnographic assumptions.”

Make course content relevant to students’ lives

While the Victorian period is important and meaningful on its own historical terms, it’s important to remember that many students may struggle to relate to people and situations so far removed from themselves. This issue is compounded by the canon’s reinforcement of the ongoing effects of colonialism and exclusion of minoritized voices and perspectives. When the representation of such voices and perspectives is included, it often takes the form of racist or ableist depictions, making engagement doubly difficult for students of color or students with disabilities.

In “Unsettling Victorian Literature,” Margaret Linley argues that helping students interrogate how the literature and culture of the past enables insights into the present can make course content relevant and meaningful. Throughout the course, Linley guides students in reading and evaluating texts that enable them to reflect on issues still pressing today, such as colonialism, racial justice, and climate change. As Linley describes it, the concept of “Victorian” develops “not as a homogenous and fixed category but as many things simultaneously in relation, an open question and a tool we might use to locate and identify ourselves as historical and responsible agents, always relative, diverse, contested, and in flux.” This reframing is an excellent starting point for conversations that adapt to the present moment and enable students to imagine themselves and their lives as historically situated.

In their lesson plan, “Teaching Romanticism and Victorianism in Palestine,” Mohammad Sakhnini, Sarah Copsey Alsader, and Lenora Hanson engage the question of how to teach Victorian and Romantic literature when the stakes and immediacy of real-life circumstances make it feel “pointless.” Through interviews with Palestinian educators, the authors illustrate the complexities of engaging students in required course material in the face of the colonialist roots of British literature, the English language, and the ongoing violence students confront in their daily lives. The resource provides valuable reflection for both instructors and students on the roles and limits of canonical British literature.

Empower students as researchers by granting them agency over their topics

Encouraging students to use or develop their own voice can be empowering. However, students of color and disabled students may feel pigeonholed into particular topics based on their identities. While some students find it empowering to explore their identities in their research, some students may feel vulnerable exploring identity-specific topics. Consider giving students agency in choosing their own topics when it comes to reading or research by offering them open-ended rather than narrow topic exploration.

For example, Riya Das’s assignment, “Recovering and Reevaluating Anglophone Writers,” gives students the option either to discover a new author or to make a new contribution to the scholarship on a well-known author. Through these options, students are able to imagine themselves as researchers with the abilities and agency to choose how they intervene in their field of study. The intervention need not be tied to race or disability. As Das argues, in addition to giving all students latitude in exploring their interests, being allowed to choose their point of intervention is crucial for students of color who are often expected to tie their identit(ies) to their research, regardless of their own investment in the topic.

Re-think what counts as “readings”

Incorporating materials in multiple modes (written, visual, audio, etc.) provides important points of access and engagement for disabled students and has the added bonus of introducing materials all students can enjoy. Such additions may range from small scale (using a clip from an adaptation to spark discussion) to something more substantial (asking students to spend a class day at the archives).

In “Reintroducing the Victorians,” Priyanka Anne Jacob doesn’t shy away from multimodality in any aspect of lesson planning. In addition to varying in-class delivery methods, Jacob gives students non-traditional “readings” that allow them to think through the Victorians in interesting ways: “I also expanded our canon across time, space, and medium. We watched contemporary writer and rapper Akala offer an alternative history of British values on YouTube. A viral Tiktok by a teen girl from Ireland introduced the class to the extent of Britain’s imperial ambitions, and a clip on Twitter traced the marks of the slave trade through the streets of Glasgow.”

Switch up your information delivery methods to engage students in communal knowledge production

You may already incorporate discussion into your classroom rather than simply lecturing, but consider creating additional opportunities for students to think through important concepts together using diverse activities and media. Break up lectures and discussions with opportunities for students to explore or apply concepts through active learning activities. Balancing content delivery with opportunities for students to collaboratively create new knowledge about a topic empowers students to draw on their unique identities, experiences, perspectives, and existing skills.

Consider, for instance, how Laura Clarke allows students to handle archival materials in “Exploring the Archives”: “Students often work in groups to analyze the assigned archival sources of the day, and they follow a series of steps that ask them to place the source in its historical and social context; analyze the source content; assess the source’s ideological or critical perspective; and make connections between the source and topics about race, class, and gender we explore in class.” By giving students the opportunity to generate knowledge and interpretations together you can create a space for students to tackle topics in a way that uniquely empowers them to see each other as intellectual interlocutors, rather than relying solely on your authority.

Allow students to work in multimodal forms beyond the traditional essay

Although a hallmark of literary studies courses, the traditional argumentative essay is not the only form that can demonstrate student learning and critical engagement with course content. Allowing other modalities and forms of written expression will enable students who come to the classroom with different preparations and strengths to choose the formats that best allow them to demonstrate their understanding and critical thinking.

For example, in UVC’s assignment cluster on multimodality, “Beyond the Essay,” Taylor Soja, Ashley Nadeau, and Gregory Brennen enable their students to take agency over their learning and gain novel insights into course content through engaging with visual, material, and oral forms. Soja adopts a hybrid approach in “Victorian Histories for Today,” which combines a formal written component in the form of a grant proposal for a public history project with multimodal artifacts. In “Audio Encounters with Victorian Poetry,” Nadeau situates Victorian literature within its historical oral tradition, asking students to research a poem and create their own audio recording. And in “Rhetorics of Empire,” Brennen enables students to practice collaboration and communication skills through team teaching a “flashpoint” in nineteenth-century history.

Employ transparent grading schemes

Students have different understandings of terms and concepts that may seem obvious to instructors, so defining key evaluation terms and breaking down what students will be graded on specifically and why helps all students understand how their grade will be furnished and what the grade they are given really means.

Working within a traditional grading scheme – where the grade is composed of the sum of large assignment grades, all meted out by the instructor – Riya Das’ “The British Literary Profile Project” assignment offers a clear rubric that thoroughly defines what each element of the evaluation criteria means in the context of the assignment as well as what fulfilling these criteria looks like at each letter grade. By contrast, Amanda Mingail Shubert contextualizes the assignment “(Post-)Colonial Biography” by briefly sharing why students are evaluated using a labor-based contract grading system – which determines grades by students’ time and labor rather than end products – rather than a traditional grading scheme. This requires a different kind of transparency, making sure students understand that “all assignments are graded complete/incomplete, with students receiving final grades based on the number of assignments they have completed over the course of the semester.”

Rethink and refashion the participation grade

Participation grades require specific types of behavior and speech that are oftentimes more accessible to non-disabled, extroverted, and white students. Other times, participation grades rely on subjective instructor perception and evaluation, which is fallible to institutional and societal biases of what constitutes rigor or merit. Creating multiple options and modes for students to earn a participation grade – such as verbal, written, in person, or asynchronous contributions – ensures a broader range of students will be able to engage with course content and each other.

One way of making the participation grade more equitable while still asking for meaningful engagement from students can be seen in Amy Kahrmann Huseby’s syllabus for the course “Nineteenth-Century Women Write the Empire.” Huseby requires students to perform “community contributions,” which is defined as “an opportunity to perform an act of intellectual curiosity, kindness, or engagement that not only benefits your own learning but that of others” (7). Huseby goes on to list numerous, specific examples of community contributions that allow students to engage with many different modalities and temporalities. Furthermore, listing these examples demystifies the basis on which students will be evaluated and equips them to be proactive and prepared.

Cultivate self-reflection and/or self-assessment

Asking students to reflect on and assess their own work creates opportunities for both you and your students to better understand their learning style and engagement with course content. In particular, such opportunities enable metacognition about the learning process, encourage students to invest in their own learning, and shift sole evaluation power away from the instructor.

Alyssa Quinn Johnson’s syllabus, “Nineteenth-Century Jewish British Literature,” provides one example through Johnson’s practice of asking students to reflect on their own knowledge and areas for growth. According to Johnson, students “are asked to write a reflection specifically addressing what they have learned through the course’s experiential elements. These low-stakes assignments permit students to be honest and truthful in assessing what they are learning about specific texts, an ancient religious tradition, and themselves.” This kind of metacognition can help students make their own connections to the work they do, thus making their learning more empowering.

Format documents for accessibility

Simple edits to the format of assignment descriptions and handouts can ensure that they are accessible to those using screen readers and increase usability and readability for all students.

Consider checking the following on your documents:

If using images, be sure to include “alt text” (alternative text);
Omit unnecessary stylistic flourishes in assignment descriptions;
Use underlines, italics, and bold only where most grammatically necessary for emphasis;
Follow best practices by reserving underlining only for hyperlinks;
Use headings, tables, and figures to make document structures clear to students;
In document design, use heading structures in addition to any visual design elements to indicate these distinctions for screen readers;
Ensure color contrast is discernible to those with vision differences such as color blindness by using a contrast checker;
Use accessibility checkers built in to programs like Microsoft Word, Google Docs, and Adobe Acrobat to ensure all course documents are accessible.

Conclusion

This guide offers ten concrete strategies for creating antiracist, anti-ableist classrooms – from challenging academic norms to incorporating flexible, community-oriented, and multimodal options into your courses. Even one change can make a difference, so we encourage you to start with 1-2 interventions that are most achievable and relevant for your teaching and the needs of your students. As you continue transforming your pedagogical practice, you’ll find numerous examples beyond the ones included here in the syllabi, lesson plans, and assignments on the UVC site.

Accessibility Project, The. “The A11y Project.” 2013.
The A11Y Project is a community-driven hub focused on digital accessibility. Explore this resource if you want practical and educational digital accessibility resources, including interactive tutorials and videos, checklists, and a resource library.

“Accessible Syllabus.” Accessible Syllabus, 2015.
This website offers recommendations for developing class policies, creating syllabi, and rethinking commonly-used rhetoric. Explore this resource if you want to build syllabi and assessments that are inclusive and positive rather than punitive or paternalistic.

Annamma, Subini Ancy, et al. “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. Taylor and Francis+NEJM.
DisCrit provides a theoretical framework at the intersections of disability studies and critical race theory. The authors assert the importance of intersectionality, centering marginalized voices, and understanding both the constructed and materially-impactful nature of racism and ableism. Read this if you want to gain a deeper understanding of the compounding effect of racism and ableism in education across both historical and contemporary contexts.

Baker-Bell, April. Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy. Routledge, 2020.
Baker-Bell’s study of a public charter school in Detroit contextualizes the structure and function of Anti-Black Linguistic Racism, the impact it has on students’ identities and well-being, and Black Language’s unique linguistic structures, rules, and history. Read this if you want a contextualized understanding of linguistic racism in the United States and a practical starter guide of sample activities, lesson plans, and units aimed at linguistic justice.

Carillo, Ellen C. “Assumptions in Labor-Based Contract Grading.” The Hidden Inequities in Labor-Based Contract Grading, Utah State University Press, 2021. Current Arguments in Composition.
Carillo argues that while labor-based contract grading challenges white supremacist expectations of academic “excellence,” they run the risk of enforcing ableist and neurotypical norms. The author proposes engagement-based contracts, in which engagement might take a number of multimodal forms (discussion boards, oral participation, collaborative note-taking, etc.), as a more accessible alternative. Read this if you want to explore inclusive grading practices that account for disability and neurodivergence.

CAST. “Universal Design for Learning Guidelines, Version 2.2” (PDF). CAST, 2018.
Universal Design for Learning (UDL) encourages instructors to create multiple ways for students to access information, engage with course materials, and demonstrate their learning. Rather than retrofitting accessibility, it frames learner diversity as a starting point for inclusive, flexible pedagogy. Read this if you want an introduction to multimodal, universal design and an extensive list of options you can tailor to your classroom.

Chi Wing Lau, Travis. “Access from Afar: Cultivating Inclusive, Flexible Classrooms after COVID-19.” Nineteenth-Century Gender Studies, vol. 17, no. 1, 2021.
This article outlines the progression of disability studies in Victorian Studies (VS) and discusses how instructors can fill institutional gaps, such as higher education’s limitations on “reasonable accommodations.” Read this if you want a best practices guide for inclusivity and access grounded in the VS context.

Dolmage, Jay Timothy. Academic Ableism: Disability and Higher Education. University of Michigan Press, 2017.
Dolmage provides a historical overview of academia’s ableist and racist foundations, describes the barriers students face in seeking accommodations, and offers a nuanced take on the pitfalls and possibilities of Universal Design for Learning (UDL; see separate entry, above). Read this if you want an in-depth understanding of the intersections of racism and ableism in the U.S. educational context from the nineteenth century to the present.

Friedman, Vitaly. “A Complete Guide To Accessible Front-End Components.” Smashing Magazine, Netlify, 25 May 2022.
This page offers detailed discussion of common components of accessible user interface (UI) design. Explore this resource if you want explanations and examples of accessible design standards, either for your own web design and coding or for deciding among formatting options on a learning management platform.

Inoue, Asao B. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future. WAC Clearinghouse, 2015.
This book offers a practical introduction to contract grading situated in research on how linguistic racism impacts student learning and evaluation. Inoue proposes an antiracist assessment ecology model in which students are evaluated on their labor rather than finished products, co-create assignment rubrics, and respond to their own and their peers’ writing. Read this if you want to learn about the benefits of contract grading and get practical examples and heuristics for your own assessment design.
→ Download an open-access PDF or EPUB of this book.

Kryger, Kathleen, and Griffin X. Zimmerman. “Neurodivergence and Intersectionality in Labor-Based Grading Contracts.” Journal of Writing Assessment, vol. 13, no. 2, 2020.
The authors outline the limitations of labor-based contract grading, especially for neurodivergent students and students with intersectional identities, and propose a middle ground between traditional and contract grading utilizing flexible deadlines and weekly check-ins. Read this if you want to explore flexible assessment practices that expand beyond contract grading’s focus on linguistic diversity to include neurodivergence.

Love, Bettina L. We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom. Beacon Press, 2019.
Love argues that the US educational system is maintained by and profits from the suffering of children of color and asserts that educators must teach students about this racial violence and oppression. Read this if you want to learn about raising these issues in the classroom and how to make sustainable change in your community through radical civic initiatives.

Piepzna-Samarasinha, Leah Lakshmi. Care Work: Dreaming Disability Justice. Arsenal Pulp Press, 2018.
Piepzna-Samarasinha blends poetry and prose, encouragement and critique, and counsel and precedent to forge a more just world. Read this if you want a versatile introduction to disability justice and a topical bibliography of suggestions for further reading.

Schaffer, Talia. Communities of Care: The Social Ethics of Victorian Fiction. Princeton University Press, 2021.
Schaffer argues that caring as an action and caring as a feeling are distinct from one another and carry their own unique ethical considerations. The introduction, first chapter and epilogue provide a model for how to construct our classrooms as communities of care. Read this if you want a Victorian Studies take on care ethics that merges literary criticism with practical classroom applications.

Wills, Katherine V. “I Just Felt Kinda Invisible” Accommodations for Learning Disabled Students in the Composition Classroom." Autism Spectrum Disorders in the College Composition Classroom, edited by Val Gerstle and Lynda C. Olman, Marquette University Press, 2011, pp. 35–44.
Wills asserts the value of multimodal, interactive teaching and learning, including giving students the opportunity to collaborate. Read this if you want a list of accessibility options you can implement in your own classroom.

Works Cited

Bell, Chris. “Introducing White Disability Studies: A Modest Proposal.” The Disability Studies Reader, edited by Lennard J. Davis, Routledge, 2006, pp. 275–82.

Brennen, Gregory, dev. “Rhetorics of Empire.” Jacqueline Barrios, peer rev.; Sophia Hsu, Jude Fogarty, assess. guide. Undisciplining the Victorian Classroom, 2025.

Clarke, Laura, dev. “Exploring the Archives.” Vani Kannan, peer rev.; Sophia Hsu, assess. guide. Undisciplining the Victorian Classroom, 2023.

Connor, David J., et al. DisCrit: Disability Studies and Critical Race Theory in Education. Edited by David J. Connor et al., Teachers College Press, 2016.

Das, Riya, dev. “Recovering and Reevaluating Anglophone Writers.” Sarah Ohmer, peer rev.; Adrian S. Wisnicki, assess. guide; Jude Fogarty, copyed. Undisciplining the Victorian Classroom, 2023.

Dolmage, Jay Timothy. Academic Ableism: Disability and Higher Education. University of Michigan Press, 2017.

Hanson, Lenora; Sarah Copsey Alsader; Mohammad Sakhnini, devs. “Teaching Romanticism and Victorianism in Palestine.” Ryan D. Fong, les. plan clust. dev.; Cherrie Kwok, les. plan guide. Undisciplining the Victorian Classroom, 2023.

Huseby, Amy Kahrmann, dev. “Nineteenth-Century Women Write the Empire.” Ronjaunee Chatterjee, peer rev.; Pearl Chaozon Bauer, syl. clust. dev. Undisciplining the Victorian Classroom, 2021.

Inoue, Asao B. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future. WAC Clearinghouse, 2015.

Jacob, Priyanka Anne, dev. “Reintroducing the Victorians.” Elaine Freedgood, peer rev.; Sophia Hsu, syl. clust. dev. Undisciplining the Victorian Classroom, 2021.

Johnson, Alyssa Quinn, dev. “Nineteenth-Century Jewish British Literature.” Mark Knight, peer rev.; Dana Aicha Shaaban, syl. clust. dev.; Sophia Hsu, syl. clust. guide. Undisciplining the Victorian Classroom, 2023.

Linley, Margaret, dev. “Unsettling Victorian Literature.” Elaine Freedgood, peer rev.; Sophia Hsu, syl. clust. dev. Undisciplining the Victorian Classroom, 2021.

Miller, Ryan A., et al. “Complicating ‘Coming Out’: Disclosing Disability, Gender, and Sexuality in Higher Education.” Negotiating Disability: Disclosure and Higher Education, edited by Stephanie L. Kerschbaum et al., University of Michigan Press, 2017, pp. 115–34.

Nadeau, Ashley, dev. “Audio Encounters with Victorian Poetry.” Jacqueline Barrios, peer rev.; Sophia Hsu, Jude Fogarty, assess. guide. Undisciplining the Victorian Classroom, 2025.

Park, Hyungji, les. plan dev. “Chinese Migration and Forms of Global Circulation.” Menglu Guo, Waiyee Loh, Jessica R. Valdez, Rae X. Yan, collab. peer revs.; Sophia Hsu, les. plan clust. dev. Undisciplining the Victorian Classroom, 2022.

Price, Margaret. Mad at School: Rhetorics of Mental Disability and Academic Life. University of Michigan Press, 2011.

Samuels, Ellen. “Passing, Coming Out, and Other Magical Acts.” Negotiating Disability: Disclosure and Higher Education, edited by Stephanie L. Kerschbaum et al., University of Michigan Press, 2017, pp. 15–23.

Seelman, Katherine D. “Students with Disabilities in Higher Education: Welfare, Stigma Management, and Disclosure.” Negotiating Disability: Disclosure and Higher Education, edited by Stephanie L. Kerschbaum et al., University of Michigan Press, 2017, pp. 135–47.

Shubert, Amanda Mingail, dev. “(Post-)Colonial Biography.” Sarah Ohmer, peer rev.; Pearl Chaozon Bauer, assess. guide; Jude Fogarty, copyed. Undisciplining the Victorian Classroom, 2023.

Soja, Taylor, dev. “Victorian Histories for Today.” Jacqueline Barrios, peer rev.; Sophia Hsu, Jude Fogarty, assess. guide. Undisciplining the Victorian Classroom, 2025.

Wood, Tara. “Rhetorical Disclosures: The Stakes of Disability Identity in Higher Education.” Negotiating Disability: Disclosure and Higher Education, edited by Stephanie L. Kerschbaum et al., University of Michigan Press, 2017, pp. 75–91.

Developer Biographies

Ava Bindas is a writer and educator. She currently works for the California Department of Public Health, translating scientific information and health guidance into practical, accessible resources.

Kristen Figgins is an Assistant Professor of English in the department of Languages, Literature, and Philosophy at Mississippi University for Women. Her research focuses on how evolutionary science is adapted into transhistorical textual and visual media. You can read her work in journals like Adaptation and Literature/Film Quarterly. She is a founding editor of Adaptation Today and co-editor of Boom or Bust: A Collection and Investigation of Energy Narratives (University of Oklahoma Press).

Jude Fogarty's biography is coming soon!

Tile/Header Image Caption

Winslow Homer. “The Water Fan.” 1898-1899. United States, Art Institute of Chicago, Chicago, 1972.190. Gift of Dorothy A., John A., Jr., and Christopher Holabird in memory of William and Mary Holabird. CC0 Public Domain Dedication.

Page/Assignment Citation (MLA)

Ava Bindas, Kristen Figgins, Jude Fogarty, devs. “Ten Approaches for an Antiracist, Anti-ableist Pedagogy.” Travis Chi Wing Lau (external), Odette Reid (external), Adrian S. Wisnicki (internal), peer revs. Undisciplining the Victorian Classroom, 2026, https://undiscipliningvc.org/html/assignments/ten_approaches.html.