An adult learning perspective on disability and microfinance: The case of Katureebe

Nuwagaba, Ephraim Lemmy; Rule, Peter

doi:10.4102/ajod.v5i1.215

Cited by 8 publications

(6 citation statements)

References 20 publications

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“…These gaps and general public perception can be part of the reason that the Deaf and hardof-hearing community is still viewed by the majority population as a 'disabilities community'. However, we do not agree with this notion and, like others (Abes & Wallace, 2018;Abrokwa, 2018;Kerschbaum & Price, 2017;Munro, Knox, & Lowe, 2008;Nuwagaba & Rule, 2016), instead adopt Oliver's (1986) Social Theory of Disability which argues that disability is a function of society's lack of inclusion during the design process; such as in policies, buildings, and the like. We agree with Oliver (1986) that educators should intentionally depart from viewing deafness as a disability to that of a minority group with their own culture, language and identity.…”

Section: Introductioncontrasting

confidence: 58%

Use of Scientific Argumentation by Deaf/Hard-of-Hearing Students in Environmental Science Topics

Ross¹,

Yerrick²,

Pagano³

2020

JSESD

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Deaf/hard-of-hearing postsecondary students may have some misconceptions surrounding scientific concepts that might be partially ascribed to a lack of access to culturally-responsive forms of pedagogy. The Deaf and hard-of-hearing community is diverse in communication modes, including those who use American Sign Language as their primary language, and therefore, some students from this population may display characteristics similar to English Language Learners. Through classroom discourse analyses and interviews, we found a general lack of persuasion characteristics used by most students in an environmental science unit, and that the lack of higher-level scientific argumentation skills seemed to be related to students not having prior exposure to persuasive strategies. With the goal of improving Deaf and hard-of-hearing students' equitable access to quality science education, strategies should be considered in teaching approaches, and results suggest the need to include scientific argumentation tasks within sociocultural learning contexts. Ultimately, the goal is to work toward educating and engaging Deaf and hard-of-hearing students in science inquiry and improving the environmental scientific literacy of this underrepresented group.

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Section: Introductioncontrasting

confidence: 58%

Use of Scientific Argumentation by Deaf/Hard-of-Hearing Students in Environmental Science Topics

Ross¹,

Yerrick²,

Pagano³

2020

JSESD

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“…People with disabilities also do not have prior business experience, and micro-financers are often absent in rural areas (De Klerk 2008 ). Nuwagaba and Rule ( 2016 ) highlighted that people with disabilities in Uganda cannot access learning about micro-finance.…”

Section: Evidence Of Work Transitioning Efforts In the Developing Wormentioning

confidence: 99%

A literature review on work transitioning of youth with disabilities into competitive employment

Engelbrecht¹,

Shaw²,

Niekerk³

2017

Afr. j. disabil.

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BackgroundThe marginalisation of youth with disabilities from employment opportunities is evident from literature in as far as they form part of the larger groups ‘people with disabilities’ and ‘youth’. A focused view of programmes that assist youth with disabilities into employment has not been presented, despite the worldwide crisis of youth unemployment.AimThis review aimed to identify evidence on work transition programmes that are effective in assisting people with disabilities into open labour market (competitive) employment, as well as to highlight gaps in knowledge to inform future research on this topic.MethodsLiterature and policy on programmes that support such transitions were considered, firstly from a global perspective and then with a view from developing countries. The SALSA (Search, Appraisal, Synthesis and Analysis) framework was used to source and analyse information from a diverse set of documents. Various online databases were searched for research papers published between 1990 and 2016, and websites were searched for reports pertaining to this topic.ResultsNinety-nine documents were selected to inform the review, out of an identified 259 scientific journal articles, policy documents, acts, organisational reports and book chapters.ConclusionA synthesis of findings was presented in a narrative that reflects the themes of youth with disabilities and employment in the world, work transition endeavours in the developing world and a specific focus on this group in South Africa. The review revealed a gap in knowledge and evidence pertaining to youth with disabilities and employment, highlighting these as research foci, and emphasising the need for youth-focused research that generates knowledge about disability and transitions into the labour force.

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“…In the field of adult education, power has been examined within educational contexts (Webster & Whitworth, 2019) and the adult learning process (Delgado et al, 2020; Nuwagaba & Rule, 2015). One area of research focuses on power and pedagogy (Jubas, 2023), examining how power relations influence teaching and learning experiences, participation, and the ability to challenge existing social structures.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Graduate Students’ Perceptions of Instructor Power in the U.S. Higher Education Classroom

Delgado

McGill

2023

New Horizons in Adult Education and Human Resource Development

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Higher education is a distribution center of knowledge and economic, social, and cultural power. The instructor’s power is usually unquestioned, particularly by students who must comply with instructors who are the gatekeepers to resources they need. Understanding alienation in higher education classrooms illuminate how power influences educational transactions and the interests of both students and instructors. Literature on student alienation in higher education has primarily focused on depersonalized discourses or persistence/retention, which avoids the central and most basic unit of the system: the instructor-student relationship. This study explored graduate students’ understandings of their experiences involving the power of their instructors in the higher education classroom. The findings of this study revealed that students understood their experiences involving instructor power in connection to the instructor-student relationship, and they responded to power and alienation through strategies for self-preservation. To understand how instructor power shapes students’ higher education experience and the methods by which this power takes shape, instructors must enable students to recognize, discuss, and challenge that power.

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An adult learning perspective on disability and microfinance: The case of Katureebe

Cited by 8 publications

References 20 publications

Use of Scientific Argumentation by Deaf/Hard-of-Hearing Students in Environmental Science Topics

Use of Scientific Argumentation by Deaf/Hard-of-Hearing Students in Environmental Science Topics

A literature review on work transitioning of youth with disabilities into competitive employment

Graduate Students’ Perceptions of Instructor Power in the U.S. Higher Education Classroom

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