Getting to know you: The prospect of challenging ableism through adult learning

Abstract

Adult education is one context where ableist notions may persist unrecognized and unchallenged as these understandings have become institutionalized in the beliefs, language, and practices of nondisabled people

Young Adulthood, Transitions, and Dis/ability

“…McLean () argued that being in relationship with people with dis/ability labels strengthens one's understanding of the varied meanings of and everyday experiences with dis/ability. She further noted that kinship or friendship is key.…”

A Collaborative Disability Studies-based Undergraduate Art Project at Two Universities

“…Thus, most students are unaware of the constraining impact of disability, the history of the disability rights movement, and the societal barriers disabled people encounter. For this reason, able-bodied individuals are likely to take the dominant perspective and assume that the circumstances of their able-bodied world are universal (McLean, 2011). Wilson and Lieberman (2000) identified three stages in the process of disability awareness: Exposure, Experience, and Ownership.…”

“…Our project builds upon McLean's (2011) conceptualization of ableism, which is described as: discrimination on the grounds that being able-bodied is the normal and superior human condition. In contrast, being "disabled" is linked to ill health, incapacity, and dependence.…”

“…All materials were followed by classroom discussion and/or personal reflection (e.g., journaling) to encourage students to become aware of their assumptions and to connect the curricula to the context of their lives (McLean, 2011). Karr developed an introductory PowerPoint presentation, "Confronting Ableism through Artistic Expression," which explored the historical roots of ableism, as recommended by Eisenhauer (2007); how ableism is socially constructed and how this can be challenged; stigma; the basic tenets of ableism; and how developing consciousness can create opportunities to challenge naiveté and initiate awareness of able-bodied/minded privilege.…”

“…Creating an environment where students respect the value and need for stepping outside of their comfort zone is vital to the creation of new knowledge. This process can cause an uncomfortable state of uncertainty and feelings of being disoriented or having anxiety (McLean, 2011). The conflict between our preconceptions and the new perspectives prompts change, but it can also prompt resistance; educators need to be prepared to lead learners through this process.…”