“This is NOT okay:” Building a creative collective against academic ableism

Q3 Social Sciences

Journal of Curriculum and Pedagogy Pub Date : 2021-06-09 DOI:10.1080/15505170.2021.1926374

Rebecca M. Long, Albert Stabler

引用次数: 5

Abstract

Abstract Disabled university students, as well as disabled faculty, staff, and other community members, face an array of challenges in conducting their studies and in navigating their daily lives. The authors relay their experiences as disabled members of a university community, and recount the work they did to gather information about the experiences of disabled people at the university, and to find a group intended to creatively and supportively address the shortcomings of the institution in meeting the needs of disabled people on campus. Throughout, the authors pay attention to the ways in which disability acts as a significant factor of marginalization for members of institutions, often in interaction with other marginalizing factors.

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“这不好：”建立一个反对学术能力主义的创造性集体

残疾大学生、残疾教师、工作人员和其他社区成员在学习和日常生活中面临着一系列挑战。作者讲述了他们作为大学社区残疾人成员的经历，讲述了他们为收集大学残疾人经历的信息所做的工作，并找到了一个旨在创造性和支持性地解决学校在满足校园残疾人需求方面的缺点的团体。在整个过程中，作者关注残疾作为机构成员边缘化的重要因素的方式，通常与其他边缘化因素相互作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Curriculum and Pedagogy Social Sciences-Education

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 6th edition format.