 Liat Ben-Moshe, whose work on incarceration, deinstitutionalization, and mad studies supports a number of threads in critical disability theory and significantly intersects with race, has also worked on issues of disability in pedagogy and education. Ben-Moshe co-edited Building Pedagogical Curb Cuts (Ben-Moshe, Cory, Feldbaum, &amp; Sagendorf 2005), a text offering resources for accessibility in higher education and integrating disability into curriculum. She has attended to the issue of using disability as metaphor in the classroom, suggesting ways to incorporate a critical perspective by which educators can fruitfully teach the use of disability in literature (2006). Ben-Moshe also co-edited a special issue of Disability Studies Quarterly on the topic of “Interventions in Disability Studies Pedagogy” (Volume 35, No. 2). In the introduction to this issue, Ben-Moshe writes, “I perceive Disability Studies as missionary work and much of my pedagogy is the work of conversion”. In describing conversion, Ben-Moshe refers to access but also “converting students to understanding disability intersectionally, as an identity and a culture” (Ben-Moshe, Day, Ferris, &amp; Nielsen [eds] 2015).