Disabled Teaching Experiences: Situated Reflections from the Body

Abstract

This article presents a collective autoethnography on the course Sociology of Disability. The authors, professors with disabilities, reflect on how their corporealities become pedagogical tools that destabilize ableism in higher education. The methodology is grounded in biographical narratives, bodily cartographies, and collective discussions that position the body as the axis of knowledge. The article concludes that disabled teaching generates meaningful learning through the collaborative construction of situated and embodied knowledge, contributing to a radical critique of ableism and fostering the transcendence of the neoliberal university.