Black Women’s Knowing, Unruliness and the Radical Transformation of Inclusive Postsecondary Educational Spaces

Harrington, Lalenja

doi:10.1080/00131946.2019.1630129

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…This has resulted in some scholars calling for a more critical approach to disability in education, beyond the current rendition of special education, which often masquerades as inclusive practices while hiding the ways that these practices "simply work to (re)secure an invisible centre from which constructions of Otherness and the designation of marginal positions becomes possible" (Graham & Slee, 2008in Loutzenheiser & Erevelles, 2019. Critical race and disability scholars have illuminated that this model of inclusion operates as a normalizing technology for the maintenance of white space by marking certain racialized bodies as unruly and disruptive (Harrington, 2019). Thus, at its core, inclusion of disability within existing educational frameworks functions as a form of neoliberal multicultural incorporation (Duggan, 2003), whereby inclusion of disability becomes about mirroring the norm and flattening difference (Loutzenheiser & Erevelles, 2019, p. 382).…”

Section: From Separation To Inclusion In Educationmentioning

confidence: 99%

Cripping environmental education: rethinking disability, nature, and interdependent futures

Schmidt

2022

Aust. J. environ. educ.

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In this article, I call for a cripping of environmental education as a necessary move in shifting away from the field’s current conceptions of disability as defect and deficiency, and towards disrupting the structures and processes that operate as normalizing technologies within ableism/sanism. Through an examination of the ways that the field of environmental education has/has not engaged critical disability politics, I illuminate how disability is not often included within environmental education literature. When it is, it is often through the use of disability as metaphor or through recommendations for best practices in accommodating disabilities. More often though within environmental education, disability has operated as a hidden curriculum, underpinning much of the field’s curricular, pedagogical, and even philosophical foundations. Through a cripping of the field these compulsory able-bodied/able-minded assumptions are made apparent. I suggest that by centering crip bodies and minds through cripistemologies, we might enable new ways of knowing, being in, connecting to, and understanding the natural world.

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Section: From Separation To Inclusion In Educationmentioning

confidence: 99%

Cripping environmental education: rethinking disability, nature, and interdependent futures

Schmidt

2022

Aust. J. environ. educ.

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“…Absence of inclusive policies negatively affects access to education for disabled people across all regions and income groups (UNESCO, 2021). However, truly inclusive policy development proves to be difficult; Harrington (2019) argues that occidental mainstream education often adheres to "normalizing notions of inclusion/exclusion" (p. 395) which is contingent on the premise that "being a typical student is the ideal state of being " (p. 394). With regard to disability, the focus often lies on accessibility by way of (individual) accommodation-provisions which reveals an underlying 'deficiency perspective' and requires disclosure and medical diagnosis of physical, mental, intellectual or sensory impairments.…”

Section: Introductionmentioning

confidence: 99%

Integration of a Disability Lens as Prerequisite for Inclusive Higher Education

Spaan,

Van Trigt,

Schippers

2024

EJIE

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PURPOSE. Occidental higher education often approaches disability as a disparate issue, failing to recognize that it is part of human diversity. Such an approach hinders inclusive education because it overlooks how disability is intertwined with other identities and concepts of exclusion. The overarching aim of this paper is to enhance understanding of (intersecting) disabling processes within education policy and practice and the impact thereof on students; and to raise educators’ awareness about how integration of knowledge from Disability Studies within pedagogy and their daily interaction with students, can positively influence disabled students’ wellbeing, their study opportunities and aid the overall process of inclusion. APPROACH. This paper offers a disability lens by (1) presenting a literature overview from a Disability Studies (DS) perspective about disability and exclusionary phenomena, in particular disablism and ableism; (2) substantiating how a current focus on accessibility hinders actual inclusion; (3) analysing a case-study through the presented perspective with attention to Dutch contextual factors. For the case-study, the first author and ‘Tess’ engaged in regular conversations during a year in which Tess shared her experiences as a student of higher education. In this paper, a selection of these experiences is presented from a reflexive perspective and with application of the presented frameworks. With this, the complex impact of exclusionary processes on interactions between students, educators and on the organization of university involved (social) events is illustrated. FINDINGS. The lack of nuanced, fluid and intersectional approaches to disability within mainstream education hinders the recognition of (epistemic) injustices. Exclusionary processes and practices in higher education remain unacknowledged, although they negatively impact disabled students and block their epistemic contribution. Moreover, the continued focus on accessibility hinders implementation of the international convention on the rights of persons with disabilities and deflects attention from the fact that inclusive education requires systemic change and a multi-layered approach. KEY MESSAGE. The current trajectory of disability inclusion is counterproductive without true systemic change. Integration of the presented disability lens is imperative for truly intersectional approaches to inclusion and offers educators a way to positively influence students’ wellbeing and identity development, even when policy changes are not yet achieved. Points of interest: Knowledge and attitudes about disability in higher education systems, in policies and practice, often do not portray disability from the perspective of disabled people themselves. There is also a lack of understanding how disability is part of human diversity and is intertwined with other identity aspects. Because higher education often focusses on including disabled people in existing systems by way of individual accommodations rather than on changing the design of the system, disabled students experience various forms of exclusion, varying from opportunities to study to the way they are approached by educators, that effect their wellbeing. The usefulness of disability studies theory is illustrated by applying them to the experiences of ‘Tess’, demonstrating how her personal and professional life was influenced by them. We argue that policies need to change and that educators themselves can work on true inclusion by recognising disability as diversity and by integrating up-to-date knowledge from the perspective of disabled people themselves in their approaches.

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We Been Relevant: Culturally Relevant Pedagogy and Black Women Teachers in Segregated Schools

James‐Gallaway

Harris

2021

Educational Studies

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Black Women’s Knowing, Unruliness and the Radical Transformation of Inclusive Postsecondary Educational Spaces

Cited by 5 publications

References 17 publications

Cripping environmental education: rethinking disability, nature, and interdependent futures

Cripping environmental education: rethinking disability, nature, and interdependent futures

Integration of a Disability Lens as Prerequisite for Inclusive Higher Education

We Been Relevant: Culturally Relevant Pedagogy and Black Women Teachers in Segregated Schools

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