Disabled academics: a case study in Canadian universities

Waterfield, Bea; Beagan, Brenda L.; Weinberg, Merlinda

doi:10.1080/09687599.2017.1411251

Cited by 55 publications

(52 citation statements)

References 38 publications

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“…More generally, in the USA and UK at least, the marketisation of higher education (Cribb and Gewirtz 2013; Martin 2016) creates a targetdriven culture where departments rely on their ability to recruit students, to gain high scores on 'student satisfaction', and simultaneously to produce academic papers which are graded by panels of 'experts' in order to reward those institutions where research excellence is demonstrable. In that culture of commodification, it is maybe unsurprising that the experiences of disabled staff within universities have generally been shown by research to be problematic (Brewster et al 2017;Brown and Leigh 2018;Corlett and Williams 2011;Inckle 2018;Waterfield et al 2018;Williams 2011). Despite some positive 'coping strategies' reported, a dominant theme is the normative 'ableism' which is embedded unconsciously in the academy, from recruitment practices (Chan 2005) to physical access (Titchkosky 2008), and the pressure placed on disabled academics (Raymaker 2017).…”

Section: Disability In Higher Educationmentioning

confidence: 99%

The insider view: tackling disabling practices in higher education institutions

Merchant¹,

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D'Evelyn

et al. 2019

High Educ

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This paper reports on research about the experiences of disabled staff members in UK universities, drawing on eleven semi-structured interviews with disabled staff in one university, alongside a group auto ethnography conducted by the first four authors, all of whom identified as disabled academics. Disability is generally considered to be predominantly an issue for students, both in practice and in the literature. By contrast, taking a social practice approach, we focused on the barriers faced by disabled employees, both overt and hidden. We found that disability was still viewed as a medical problem, and that disabled members of staff faced considerable extra labour in organising their own supports. We were often made to feel that we were unwanted and that we were 'misfits' in the institution. This paper contributes to theory by showing how social practices can become exclusionary, and how interconnections between practices matter. We discuss ways in which ableism, based on the ideal of 'individual' excellence, creates barriers for disabled staff. In the global context of Higher Education, the increasing marketization of universities in higher income countries creates a difficult climate for the values of inclusion.

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Section: Disability In Higher Educationmentioning

confidence: 99%

The insider view: tackling disabling practices in higher education institutions

Merchant¹,

Read

D'Evelyn

et al. 2019

High Educ

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show abstract

“…Student learning is driven by mental strength. Mental strength is in the form of desires and attention, sometimes there are desires that activate, move, channel and direct the attitudes and behavior of individuals in learning [24]. Discipline of students, timeliness of class entry is very good, this is due to supporting factors from parents.…”

Section: Table II Observation Results Learning Difficulties Aspects mentioning

confidence: 99%

Learning Difficulties for Retarded Students: Case Studies on Biology Subjects in High School

Lissa¹,

Minarti²,

Subkhi³

et al. 2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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In this paper, we analyse the internal and external factors that cause learning difficulties for students with mental retardation. The research subjects were 7 mentally retarded students, to carry out this study the observation sheet was designed to observe students while at school, questionnaire for students and teachers, and interview sheets for students, teachers and parents. The results obtained revealed that internal factors such as motivation and interest had no effect as well as for readiness and attention, while the extrenal factor, which is the school and family environment, influences. So it can be concluded that what affects the learning biology difficulties of retarded students is external factors.

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“…For example, maintaining a high level of outputs, such as publishing first-author papers, is necessary to be competitive in grant acquisition. If a researcher cannot sustain funding, staff cannot be retained to continue research and further drops in productivity ensue [4]. This is a vicious cycle for disabled scholars.…”

Section: Disability and Discrimination In Academiamentioning

confidence: 99%

“…Often, discrimination is not overt or even intentional but based on the shared expectation of normality and a culture of ableism. Disabled academics, from their perspective, may feel misunderstood or undervalued [1] or may not realize they have a right to identify as disabled or neurodiverse [4].…”

Section: Disability and Discrimination In Academiamentioning

confidence: 99%

Disabled in academia: to be or not to be, that is the question

Yerbury

2021

Trends in Neurosciences

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Disabled academics: a case study in Canadian universities

Cited by 55 publications

References 38 publications

The insider view: tackling disabling practices in higher education institutions

The insider view: tackling disabling practices in higher education institutions

Learning Difficulties for Retarded Students: Case Studies on Biology Subjects in High School

Disabled in academia: to be or not to be, that is the question

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