<p><span>This paper details the work of a group of learning disabled people (people with intellectual disabilities) who contribute to the teaching of students undertaking a degree program at one of the UK's most elite universities. Traditional notions relating to knowledge production within academia are examined and we demonstrate how the participation of learning disabled people in classroom teaching challenges these. Drawing on the work of Freire (1972) the paper demonstrates how co-teaching by learning disabled people has a transformative impact on educational experiences. Finally, the current changes impacting the UK higher education sector are detailed and we explore how these changes are negatively impacting on courses that seek to move away from traditional approaches to pedagogy.</span></p>
Policy formation and implementation have largely shifted from a top-down government-led process, to a collaborative governance approach characterised by complex and opaque partnerships, weakly steered by the state. We use 36 interviews, undertaken in Toronto and Melbourne between 2015 and 2018, to assess procedural accountability in these two cities: the extent to which policy outputs developed through a partnership approach are fair, transparent, rational, and intentional. We find that both cities fail the basics of procedural accountability, and that there is little shared understanding amongst key partners – local and provincial/state policymakers, non-profit and private sector housing providers, and philanthropic and private sector finance providers – about the definition and missing quantum of affordable housing, let alone a sense of how to move forward.
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