| Abstrakt: |
The article argues for the importance of teaching undergraduate graphic medicine courses informed by disability studies. Using her experiences teaching graphic medicine classes over the last eight years, the author argues for the importance of graphic medicine courses beyond medical school curricula. This creates an opportunity not just to introduce disability studies concepts to undergraduates, but also for disability studies and graphic medicine to meaningfully illuminate each other. The article argues that framing comics through disability aesthetics and disability activism (including precepts such as access intimacy and disability justice) reveals how powerfully and consistently graphic medicine centers each. In turn, graphic medicine provides powerful opportunities to reimagine disability representation and access as aesthetics and accommodation. The article shares experiences of teaching graphic medicine, reflects on related dilemmas, and offers fruitful strategies for anyone wishing to teach graphic medicine courses informed by a disability studies approach. [ABSTRACT FROM AUTHOR] |
