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Canadian disability-related policies are shaped within a global system of inequalities, including colonialism and neoliberalism. Using a critical theory framework, this article examines the complicated material inequalities experienced by people with disabilities and evident in the intersections of disability, gender, Indigenousness, race, and age. The collectively held ideas that give context to disability policies are at odds. Human rights protections are found in the foundational documents of Canadian society and part of its international commitments, yet these commitments often become window-dressing for a pervasive logic that it is better to be dead than disabled, and medical assistance in dying legislation supports this choice. While human rights protections are essential, they are not sufficient for decolonizing inclusion. Constructive actions between Indigenous peoples and settlers may help to find new ways of addressing disability and inclusion in Canada.

Female genital mutilation ([FGM] cutting or surgery) is an issue that epitomizes the changing nature of incorporating gender in teaching international relations. Put simply, by increasing our attention to issues of concerns to women, like FGM, in international relations classrooms & texts, we begin to recognize the importance of these to the study of international relations (IR). Yet without paying attention to how these issues reflect on the nature & directions of international relations, we run the risk of sensationalizing or trivializing complicated issues like FGM & limiting our understanding of the interplay between gender, race, class, ability, & international relations. This article explores several different approaches used to incorporate gender in international relations teaching, including some analysis of texts, including: "see no evil, hear no evil & teach no evil," "add women & stir," "multiple paradigms," & creating gendered IR. It suggests that until we use an integrative & transformative approach to gender in our teaching, we will continue to marginalize gender concerns. In the final section, the article discusses the challenges of resources & cultural narrowness & challenges to pedagogy when incorporating gender in international relations teaching. 1 Table, 38 References. Adapted from the source document.