A critical exploration of university policy supporting the employment and career development of people with disability in the Australian academy

Mellifont, Damian

doi:10.1177/1038416220919799

Cited by 8 publications

(9 citation statements)

References 18 publications

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“…University policies and people's views of disabled people within universities often align themselves with a biomedical understanding of disability [23,68,69], whereby not being able to have a positive self-identity is flagged as a problem [70,71].…”

Section: Identity and Situation Of Disabled People In Universities In General And Mentioning Within Science Policy Frameworkmentioning

confidence: 99%

“…Many problems also exist for disabled graduate researchers and faculty in many countries [22,23,27,72,79,82,83,[92][93][94][95][96][97][98][99]. For example, according to Statistics Canada, 35% of disabled university professors, instructors, teachers, or researchers "experienced unfair treatment or discrimination in the past 12 months" and 47% saw themselves "subjected to at least one type of harassment in the past 12 months" [100].…”

Section: Identity and Situation Of Disabled People In Universities In General And Mentioning Within Science Policy Frameworkmentioning

confidence: 99%

“…Negative labelling the identity of others is one form of stereotyping. Therefore, it is problematic that disabled people at university cannot choose how they perceives one's body [23,68,69]. Indeed, in one thesis, it was noted that the body identity overshadows everything else [191]: "Vance (2007) discussed the experiences of faculty and staff with disabilities in a book she edited on college faculty and staff with disabilities.…”

Section: The Issue Of Identitymentioning

confidence: 99%

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Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

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The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

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Section: Identity and Situation Of Disabled People In Universities In General And Mentioning Within Science Policy Frameworkmentioning

confidence: 99%

Section: Identity and Situation Of Disabled People In Universities In General And Mentioning Within Science Policy Frameworkmentioning

confidence: 99%

Section: The Issue Of Identitymentioning

confidence: 99%

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Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

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“…La tercera tendencia que hemos podido constatar al analizar los proyectos de las universidades y los diferentes relatos personales, tiene que ver con la perspectiva "antropológica": el sentido de la persona (con discapacidad) en el contexto universitario. La mayoría de los estudios de orden cuantitativo plantean otras perspectivas, pero una de las finalidades de la Universidad (por lo menos en determinados modelos universitarios) sigue siendo la formación de la persona en su perspectiva integral tal y como apuntan Barreda y Brogna (2016), Mellifont (2020) y Peralta (2007. Esta perspectiva nos parece fundamental, desde múltiples puntos de vista.…”

Section: Persona Y Diversidad En La Universidadunclassified

Los Disability Studies y el Acompañamiento a Estudiantes con Discapacidad en la Universidad Española

Ribera

Martínez-Rivera

2021

Rev. bras. educ. espec.

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RESUMEN: El artículo presenta una investigación centrada en los programas de acompañamiento a estudiantes con discapacidad a partir del giro conceptual de los Disability studies. El objetivo de la investigación ha sido buscar aquellos elementos clave que han configurado este cambio en el acceso de los estudiantes con discapacidad a la Universidad y de los programas de acompañamiento que se han creado. El análisis se ha centrado en tres categorías: evolución del número de estudiantes, innovaciones en la universidad y en personalización. La investigación concluye admitiendo que el cambio generalizado de la mirada sobre las personas con discapacidad ha supuesto que las universidades hayan normalizado la presencia de personas con discapacidad en los diferentes estudios. Los datos revelan la importancia de la consolidación de proyectos de apoyo para hacer posible su incorporación a las universidades. Pero los estudiantes con discapacidad todavía relatan el gran esfuerzo que deben realizar para cursar sus estudios, hecho que demuestra que todavía no se ha conseguido plenamente la igualdad de oportunidades. El horizonte se plantea con universidades tan accesibles como para ir reduciendo los apoyos específicos porque ya no sean necesarios.

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“…However, many problems exist for disabled students and other disabled learners [7][8][9][13][14][15][16][17][18][47][48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64],…”

mentioning

confidence: 99%

Coverage of Disabled People in Environmental-Education-Focused Academic Literature

Salvatore

Wolbring

2022

Sustainability

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Environmental education (EE) is a lifelong process to acquire knowledge and skills that can influence pro-environmental behavior, environmental activism, and disaster-risk management. Disabled people are impacted by environmental issues, environmental activism, and how EE is taught. Disabled people can be learners within EE but can contribute to EE in many other roles. Given the importance of EE and its potential impact on disabled people—and given that equity, diversity, and inclusion is an ever-increasing policy framework in relation to environment-focused disciplines and programs in academia and other workplaces, which also covers disabled people—we performed a scoping review of academic literature using Scopus and EBSCO-HOST (70 databases) as sources, to investigate how and to what extent disabled people are engaged with EE academic literature. Of the initial 73 sources found, only 27 contained relevant content whereby the content engaged mostly with disabled people as EE learners but rarely with other possible roles. They rarely discussed the EE impact on disabled people, did not engage with EE teaching about disabled people being impacted by environmental issues and discourses, and did not connect EE to environment-related action by disabled people. Results suggest the need for a more differentiated engagement with disabled people in the EE literature.

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A critical exploration of university policy supporting the employment and career development of people with disability in the Australian academy

Cited by 8 publications

References 18 publications

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Los Disability Studies y el Acompañamiento a Estudiantes con Discapacidad en la Universidad Española

Coverage of Disabled People in Environmental-Education-Focused Academic Literature

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