How can universities be opened not only structurally but also epistemically? The contributions in this volume address this question with a focus on the concept of 'Participatory Teaching' - a term currently used when individuals with disabilities who lack an academic degree become active as university educators. At the center of their discussion are theoretical references, areas of tension, gaps, and changes, while also bringing together differentiated approaches, connecting scientific, activist, and experiential voices, and inviting (self-)critical engagement. The aim is to create spaces of possibility for a reflective development of higher education - accessible, diverse, and transdisciplinary.