Collaborative Pedagogies

This week’s readings on higher ed focus on the way different collaborations can create richer pedagogies. These collaborations occur disciplinarily (Knoll), between students and instructors (Knoll and Harrison), among instructors (Bernacchio et al.), and between faculty members and other institutional organizations (Harrison).

In “Feminist Disability Studies Pedagogy,” Kristina Knoll pays particular attention to collaborative disciplinary work, focusing on how Disability Studies and Feminist Studies can inform each other, providing richer and more accessible pedagogies. Though she acknowledges the benefits of Universal Design, Knoll argues (from a feminist standpoint) for foregrounding individual experiences (122). That is, Knoll advocates a pedagogy that uses both accommodation and UD, arguing that both reproduce oppression and privilege when used on their own (124).

“Feminist disability studies theory and pedagogy urge us not only to take into account the many and varied bodily, mental, and psychological differences, but also to consider how race, class, sexuality, religion, nationality, and so on, can intersect with the disability experience” (Knoll 122).

Knoll also looks at the collaborations that occur between instructors and students when promoting a pedagogy that explores accessibility, ableism, sexism, and privilege. She practices what she calls “interdependency,” which demonstrates to students that not only are they dependent on the instructor, but the instructor is also dependent on the students in order to create a learning environment where everyone can succeed (129). Some examples of this are asking students to read materials aloud, placing students in control of particular activities, and asking students to work together to make the class accessible (such as having notetakers). Knoll writes that “when multiple individuals work together to make the environment accessible, it suddenly becomes significantly easier to meet all the various needs in the classroom, including the instructor’s needs” (129). Thus, collaboration not only becomes an integral part of the classroom, it is the driving force for creating an accessible learning environment for everyone involved. I definitely agree with this because if we try to employ UD practices yet don’t create a participatory learning environment, students still don’t have full access to the learning environment.

Bernacchio et al. move us toward the collaboration that occurs among instructors, reflecting on their Critical Friends Group processes in order to “model a learning community, develop habits of mind, and make graduate school accessible” (56). That is, in order to brainstorm ways to make their own classrooms more equitable, accessible, and flexible, these five faculty members met in a group to discuss their pedagogies through the combined theoretical lenses of Universal Design for Learning and McIntosh’s Interactive Phase Theory. Though this almost just sounded like a group of faculty members brainstorming in very structured settings, the major takeaway here for me is that these faculty members chose to collaborate outside of school to share and collect a “repertoire of instructional tools, strategies and practices that support equity and access” (65). This is an incredible testimony to the desire of instructors to go “above and beyond” traditional pedagogies and what sounds like a really useful collaboration.  I wonder if something with the same goals as the CFG could be adopted departmentally? My master’s program required a certain number of professional development hours each semester, and many of my peers participated in (less structured) collaborative groups where they discussed pedagogy successes, failures, and potentials to do more.

Lastly, Elizabeth Harrison looks at the collaborative efforts between faculty members and institutional organizations, such as Disability Service Offices, in order to better advocate for Universally Designed Instruction (UDI). To frame this collaboration, Harrison focuses on learner-centered education: “what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning” (Weimer xvi qtd. in Harrison 153). This student-focused learning asks teachers to do more with teaching, which is where the collaboration comes in. UD requires Disability Service Professionals to engage in a collaborative relationship with instructors, consulting them in disability-related issues that allow instructors to better identify and dismantle learning barriers (154). Harrison provides a series of pretty great worksheets that instructors can use to 1) identify their goals, 2) determine their learning objectives, and 3) design assessment activities. By going through these processes, then, instructors can move toward UDI that “support[s] the learning of all their many, different learners” (162). I really enjoyed this worksheets because the framework provided is very rhetorical: It asks instructors to reflect on their goals and motivations, what they value in their pedagogies, and investigate the accessibility of their own classroom spaces and practices.

This set of readings really emphasized the importance of collaboration within a variety of contexts and with a number of different collaborators—all with the intention of creating accessible pedagogies that can better serve our students. The only thing I didn’t see in these readings was attention to the collaborative efforts among students themselves. That is, no one was really focusing on how students could collaborate with each other in order to support each other’s learning processes, though Knoll does mention it briefly in her discussion of “practicing interdependency” (129). In Comp/Rhet, collaborative pedagogies often focus on how students collaborate with each other: to brainstorm, draft, and revise together; to compose/create knowledge, and to supplement each others’ strengths and weaknesses. However, Davidson was fresh in my mind during these readings, and I heard her arguments for 21st-century collaborative pedagogies echoed (quietly) within these readings: “Where they perceive the shortcomings of the individual, I sense opportunity for collaboration” (3) …



Bernacchio, Charlie, Flynn Ross, Kimberley Robinson Washburn, Jean Whitney, and Diane R. Wood. “Faculty Collaboration to Improve Equity, Access, and Inclusion in Higher Education.” Equity and Excellence in Education 40.1 (2007): 56-66.

Davidson, Cathy N. Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. New York: Viking, 2011. Print.

Harrison, Elizabeth G. “Working with Faculty toward Universally Designed Instruction: The Process of Dynamic Course Design.” Journal of Postsecondary Education and Disability 19.2 (2006): 152-62.

Knoll, Kristina R. “Feminist Disability Studies Pedagogy.” Feminist Teacher 19.1 (2008): 122-33.


2 responses to “Collaborative Pedagogies

  1. Pingback: Mind Mapping: Visual Outlines & Word Clouds | Barrier-Free Blogging

  2. From some of my research and reading in the field, I personally think that the idea of independence of the teacher / instructor is a historical idea, but of course this has always been there no matter what the current ideology is. In other words, independence is a myth.
    I suspect the Circle of Friends type of deal could be done departmentally or even across colleges at smaller schools. For example, the small liberal arts school my sister and brother-in-law teach at has groups (I think they are voluntary, but not sure) called “teaching circles” which operate in some of the same ways.

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