Moving from Medical History to Disability History
This collection of projects delves into the significant shift from traditional medical history to the emerging field of disability history. Through a series of interdisciplinary studies, I explore how disability has been historically understood, treated, and marginalized within medical contexts, and how the perspectives of disabled individuals have not been prioritized or considered. The projects investigate various aspects of this transition, including the social construction of disability, the intersectionality of race, gender, and disability, and the impact of disability activism on shaping public perceptions and policies. By examining historical narratives, archival materials, and personal accounts, these projects shed light on the complex and evolving relationship between medicine, society, and disability, ultimately challenging prevailing assumptions and fostering a more inclusive understanding of human diversity.
Through a thorough examination of historical advertisements and legal precedents, this work investigates the role of Fitter Family Contests in perpetuating eugenic ideals and reinforcing notions of maternal superiority within white, native-born, Protestant, educated, rural families. By exploring the rigorous processes involved in proving genetic superiority through assessments, tests, and documentation, the contests aimed to showcase the 'fitness' of selected families while stoking fears of 'race suicide' among the 'fit' class. The analysis delves into the propagandist language and visual cues employed in these contests, which targeted specific demographics and instilled an 'us' versus 'them' mentality. Furthermore, it explores the intersectionality of race and eugenics, exemplified by Margaret Sanger's targeting of Black women through the Negro Project. The paper critically evaluates the legacy of eugenics, particularly its impact on Black and Disabled women who were disproportionately subjected to sterilization and birth control measures.
In higher education, addressing historical injustices and promoting inclusivity in curriculum design and pedagogical approaches are imperative. Historically, narratives within science and medicine have disregarded disabled individuals and people of color, perpetuating exclusionary practices within academic institutions. This research explores the intersections of disability studies and medical education, emphasizing the importance of incorporating disability narratives and perspectives into instructional strategies to foster a more inclusive postsecondary learning environment. Drawing upon Columbia University as a case study, this research investigates the history of human rights violations within medical schools from the eugenics movement to the present. To continually improve medical education, the author proposes the implementation of a new education model—a disability justice-centered restorative history curriculum. An evolving theory that centers educational access based on the principles of disability justice, aims to rectify historical injustices, and challenge dominant narratives across interdisciplinary fields. By integrating knowledge ecologies that bridge research, teaching, and medical humanities—educators can develop instructional strategies that acknowledge, rectify, and prevent the recurrence of past injustices within tertiary education settings. This study utilizes archival research and Universal Design models of Learning and contributes to discussions on the future of the university by highlighting the importance of addressing historical legacies, promoting citizenship, and shaping identity through inclusive practices and institutional accountability. By linking research and teaching in higher education, institutions can cultivate a more equitable and just learning environment that prepares students and educators to actively engage with issues of social justice and diversity in their academic and professional pursuits.
