MemberEssaka Joshua

…hio State UP, 2012. 111-128––. Abbreviated version printed in “‘I began to see’: Biblical Models of Disability in Jane Eyre” Brontë Studies 37:4 (2012): 286-291. Special Issue: The Brontës and the Bible: Influences both Literary and Religious.
“The Drifting Language of Architectural Accessibility in Victor Hugo’s Notre Dame de Paris.” Disability Studies Quarterly 31:3 (2011): 1-16. Winner of the Society for Disability Studies Tyler Rigg Award.
“‘Blind Vacancy’: Sighted Culture and Voyeuristic Historiography in Mary Shelley’s Frankenstein.” European Romantic Review 22.1 (2011): 49-69
“William Weir, Thomas James Arnold and the Attribution of Articles in the Wellesley Index…

Romantic-era and Victorian British Literature, Disability Studies, Myth and Folklore

MemberTammy Berberi

…-“Se reconnaître: French Disability Studies in / and the American Undergraduate Experience” Modern Languages Association, New York City, January 2018.
-“Personne n’enseigne la souffrance: Suzanne Fouché entre soi et autrui,” Regards croisés sur le handicap en contexte francophone, Winnipeg, Manitoba, June 2018….
…-an anthology of key texts in French disability studies, in translation
-a project on French disability activist, Suzanne Fouché
-an essay in French on representations of disability in the poetry of French Symbolist poet, Tristan Corbière
-an essay on “applied” French disability studies
-a interdisciplinary advocacy project on the role of world languages in the liberal arts
-ongoing work on integrating mindfulness into college life…

I teach French language and modern French literature and culture at the University of Minnesota, Morris, a public liberal arts college. I work in continental French disability studies. I have a long history of professional service to Disability Studies and first served the MLA Committee on Disability Issues 1997-2000. I care about diversity of people, perspectives, and theoretical approaches in understanding disability and disabled students; listening, equity, and affording space and opportunities to others; the language(s) we use to think about disability; the interdependence of theory and activism. What can disability studies do next to make more space(s) in higher ed for people with disabilities and their smarts and experiences?