Social Innovation in Higher Education from a Disability Studies Perspective

Abstract

Due to the traditionally highly hierarchical nature of science, close connection with praxis is not always smooth. Participatory approaches can significantly support the balancing of power and the connection of academic theory with practice. In (Critical) Disability Studies, it is particularly important that user needs are met through co-productive design, and implementation. In this chapter after providing the theoretical foundation of (Critical) Disability Studies, our experiences are summarized in research, teaching, and service development, highlighting the strengths and challenges of the participatory approach to enrich the social innovation ecosystem. Finally, the chapter points out the adaptation and many possibilities of the participatory method that might create inclusive networks and communities in higher education.

The Role of Participatory Instructors in Hungarian Higher Education

“…They are all based on three common pillars: the co-teaching model, the project-based approach, and the use of info-communication technology. Upon request, the seminars can also be accompanied by supervision (Cserti-Szauer et al, 2022).…”