Discourse and the containment of disability in higher education: an institutional analysis

Gabel, Susan L.; Miskovic, Maja

doi:10.1080/09687599.2014.910109

Cited by 27 publications

(22 citation statements)

References 18 publications

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“…This view minimizes disability: if people feel disability is only a specific person's problem, they don't need to pay attention to it. 68 Improving the workplace experience for librarians with disabilities requires a valuing of differences and a broader focus on cultural and social attitudes and on structural change, rather than on individuals.…”

Section: Resultsmentioning

confidence: 99%

Systemic Workplace Barriers for Academic Librarians with Disabilities

Oud

2019

C&RL

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Section: Resultsmentioning

confidence: 99%

Systemic Workplace Barriers for Academic Librarians with Disabilities

Oud

2019

C&RL

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“…As a secondary outcome of this project, we hoped that students at the university in question would have the opportunity to meet other autistic people they would not meet otherwise, therefore enabling them to form a greater number of social bonds. Through this process, we were able to move away from an "architecture of containment" (Gabel andMiskovic, 2014, p. 1145)namely, the controlling of disability through difference in the university spaceto present a more inclusive design.…”

Section: Fieldworkmentioning

confidence: 99%

Participatory autism research with students at a UK university: evidence from a small-scale empirical project

Searle¹,

Ellis

Kourti³

et al. 2019

AIA

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Purpose The purpose of this paper is to address the benefits of a participatory approach to autism research, demonstrating the positive effects of giving autistic project assistants (PAs) the opportunity to design and undertake a project researching the experiences of autistic university students. Design/methodology/approach A participatory approach was implemented, engaging autistic university students as research assistants. All the research team except project co-ordinators were autistic. Undergraduate autistic students developed and conducted a set of semi-structured interviews, with two autistic alumni responsible for data analysis and both scheduling and moderating focus groups. Participation in dissemination of the findings was open to all. Findings The results included in this paper reflect a portion of the overall findings, specifically regarding the participatory approach. The findings of the study indicate the perceptions of respondents being interviewed by autistic researchers in relation to their shared understanding, facilitating positive feelings and a sense of rapport in the interview process. The PAs were able to improve their research skills through the project, which contributed constructively to their CV and allowed them to feel more positive about being autistic, and specifically about being an autistic researcher. Originality/value This paper is one of the first to discuss the challenges and benefits of including autistic participant researchers at all stages of the research project, including research design, data collection, analysis and dissemination, being co-written by both project co-ordinators and autistic project researchers.

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“…Es importante enfatizar que, aunque distinguimos entre tres trayectorias empíricas, mayoritariamente la voz sigue la macro trayectoria de servir de heurístico para descubrir barreras del proceso de la inclusión de personas con discapacidad (Bartlett, 2017;Bell, 2014;Bunbury, 2018;Collins et al 2018;Gabel & Miskovic, 2014;Genova, 2015;Glaser & Van Pletzer, 2012;Glazzard & Dale, 2015;Jagoe & Roseingrave, 2011;Mantey, 2017;Koca-Atabey et al, 2011;López & Moriña, 2015;Mathews, 2009;Moriña, 2012;Myhill et al, 2012;Parker & Draves, 2017;Parsons, 2015;Pernia, 2008;Saerberg, 2010;Stalker et al, 2011;Trowsdale & Hayhow, 2013;von Benzon, 2010). Sin embargo, deslindamos dos trayectorias más específicas que refuerzan la premisa del modelo social respecto de que la discapacidad se profundiza y se reproduce mediante barreras sociopolíticas.…”

Section: Resultsunclassified

“…Específicamente en educación superior, constituyen desafíos particulares la deficiente formación de los profesores, el uso estigmatizador del término "discapacidades ocultas" u otras etiquetas que refieran a las dificultades de aprendizaje de los estudiantes, la utilización inadecuada de los recursos de acomodación disponibles, la implementación de estrategias de contención que no visibilizan a los estudiantes discapacitados sino que los aísla de los espacios regulares de interacciones, la falta de preparación con que egresan los estudiantes con discapacidad para insertarse en el mercado laboral, y la existencia de entornos institucionales que no siguen las pautas arquitectónicas de diseño universal (Bunbury, 2018;Collins et al, 2018;Gabel & Miskovic, 2014;Koca-Atabey et al, 2011;López & Moriña, 2015;Mathews, 2009;Moriña, 2012).…”

Section: Voz Que Descubre Barreras En El Proceso De La Inclusión De Punclassified

¿Y si nombramos voz cada minúscula diferencia? Inclusión en jaque: Trayectorias empíricas de la voz desde el modelo social de discapacidad

Gómez-Guinart

Jaras

2021

EPAA

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Throughout this critical literature review, we present some theoretical and ethical challenges that the empirical use of voice poses to the knowledge and the development of public policies on inclusion in education. To this aim, we reviewed 31 studies that focus on voice, such as it is defined by the social model of disability, as a unit of analysis for inclusive practices in different educational scenarios. We found that voice is a synonym for discourse, and it describes three empirical routes: voice that points out social barriers, voice that expresses attitudes and beliefs, and voice that copes with stigma. Drawing upon our findings, we justified the need for producing knowledge for inclusion from another onto-epistemological perspective. As alternative, we suggested that new materialisms allow us to interrogate the ideas of the human and the difference underneath the social model of disability, given its modern ontological roots. In this direction, we redefined voice to recognize as such to every minuscule difference expressed by each alive materiality. Then, we reflected on the possibilities of creating knowledge that leads to a non-deterministic understanding of the difference and the human, and encourages the becoming of new discourses, practices, and public policies for inclusion in education.

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Discourse and the containment of disability in higher education: an institutional analysis

Cited by 27 publications

References 18 publications

Systemic Workplace Barriers for Academic Librarians with Disabilities

Systemic Workplace Barriers for Academic Librarians with Disabilities

Participatory autism research with students at a UK university: evidence from a small-scale empirical project

¿Y si nombramos voz cada minúscula diferencia? Inclusión en jaque: Trayectorias empíricas de la voz desde el modelo social de discapacidad

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