front cover of Every Place on the Map Is Disabled
Every Place on the Map Is Disabled
Poems and Essays
Camisha L. Jones, Michael Northen, Naomi Ortiz, and Travis Chi Wing Lau
Northwestern University Press, 2026

An anthology of poems and essays by and celebrating Disabled writers

Declaring that Disabled people exist, innovate, thrive, and persevere, Every Place on the Map Is Disabled imagines the world we deserve. Its contributors spotlight the wisdom Disabled people embody from living within and navigating the economic and medical systems, communities, and families that often oppress their existence. This anthology is an intersectional compass pointing to the creative ways Disabled people build bridges to each other through Disability poetics and perspectives.

The contributing poets write about love, resistance, loss, pain, beauty, and culture. They capture tender and life-affirming moments where one Disabled person recognizes themself in another. The essays illustrate how Disability poetics suggest avenues for embracing the full spectrum of disability experiences. Every Place on the Map Is Disabled offers students, scholars, members of disability communities, and any reader a direction for paving a wider path toward a collective survival.

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front cover of Teaching the Eighteenth Century Now
Teaching the Eighteenth Century Now
Pedagogy as Ethical Engagement
Kate Parker
Bucknell University Press, 2024
In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant.

Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.
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