FROM: Tyler Burrell
RE: Lack of Disability Diversity in the Elliott School Curriculum
BACKGROUND:
While the Elliott School does a commendable job of integrating some aspects of diversity (such as gender) into its curriculum, the lack of studies on disability and International Affairs (IA) is disheartening. According to the World Health Organization, one billion people – or 15% of the world’s population – experience some form of disability. Because of this, the disability community is often referred to as the largest minority in the world. Disability does not discriminate, and thus directly intersects with gender, race, socioeconomic status, and all manners of identity. The complex intersectional nature of disability causes it to have a significant impact on IA, including the studies of development, humanitarian aid, food security, public health, economics, security, war, and conflict resolution. The Elliott School must assume its responsibility to teach its students how disability diversifies and intersects with these critical policy areas to fully educate and prepare them for effective careers in IA. Currently, the Elliott School of International Affairs (ESIA) lacks any official policies regarding disability in coursework. ESIA ensures accessibility for disabled students in the program, but not the intersectional inclusion of disability within IA. The inclusion of disability studies in the Elliott School’s curriculum should be a priority because true diversity cannot exist without disability.
POLICY OPTIONS:
- Invite more disabled and disability-specialist professors and guest speakersto the Elliott School to bolster diversity. These professionals’ perspectives are vital to enhancing the program and will be able to shape and guide how ESIA includes disability in its curriculum.
- Integrate disability modules into pre-existing courses. General and specialized courses alike should include modules on disability in IA.
- Create specialized courses focused on the extensive impacts of disability on IA. Similar to the courses dedicated to gender, the Elliott School should form courses dedicated to educating students about the intersections of disability within various IA sectors.
RECOMMENDATION:
The Elliot School should pursue the adoption of policy options 1 and 2: inviting those who are disabled or specialize in disability and IA to the Elliott School, and integrating disability modules into pre-existing courses. Though the development of specialized courses on disability and IA should be pursued in the long-term, integrating disability modules into pre-existing courses is a cost-effective first step.
