Making sense of education: sensory ethnography and visual impairment

Morris, Ceri

doi:10.1080/17457823.2015.1130639

Cited by 10 publications

(6 citation statements)

References 20 publications

(5 reference statements)

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“…Many blind students described receiving inconsistent accommodations throughout their studies (Lourens and Swartz, 2016a); for example, students may receive time extensions for tests but not for assignments or group work. In other cases, the over-emphasis on reading and visual formats in teaching (Hewett et al, 2017;Morris, 2017;Reed and Curtis, 2010) can create barriers to participation. Educational institutions may not have adequate mechanisms in place for faculty and/or staff to receive training regarding accommodations and knowledge of legal and professional responsibilities (Butler et al, 2017;Zhang et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

How does a sense of belonging develop in postsecondary? A conceptual Belonging in Academia Model (BAM) from sighted perspectives

Teng

Brown

Jarus

et al. 2019

Research in Education

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Belonging is associated with increased engagement in academic pursuits and well-being. However, there is a lack of research on how a sense of belonging develops in academia. The academic environment comprises largely of sighted individuals. Exploring sighted students, staff, and educators’ perceptions of belonging contributes to our understanding of environments that foster belonging for sighted individuals and their perceptions of the same for people who are blind. We conducted focus groups and in-depth interviews with 25 sighted people in academia to investigate how sense of belonging develops for them, and what facilitators and barriers would impact belonging in academia. Grounded theory was used to construct the Belonging in Academia Model (BAM), which explores how people perceive, create, and develop belonging in academia.

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Section: Introductionmentioning

confidence: 99%

How does a sense of belonging develop in postsecondary? A conceptual Belonging in Academia Model (BAM) from sighted perspectives

Teng

Brown

Jarus

et al. 2019

Research in Education

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“…Moreover, although there is a large body of literature from critical disability studies and about disability in higher education, only a few of these specifically examine blind/partially blind students' experiences and their lack of full participation in higher education, including the vital aspect of belonging. This is therefore a hidden societal issue (Bishop & Rhind, 2011;Fichten et al, 2009;Hewett et al, 2017;Johnston et al, 2016;Lourens, 2015;Lourens & Swartz, 2016b;Morris, 2017;Reed & Curtis, 2012).…”

Section: Blind/partially Blind Peoples' Experiences Of Post-secondary...mentioning

confidence: 99%

"And BAM. You Have a Connection”: Blind/Partially Blind Students and the Belonging in Academia Model

Bulk,

Jarus,

Nimmon

2023

CJHE

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Belonging has significant impacts on success in postsecondary. Blind people are underrepresented in postsecondary and lack equitable opportunities to develop a sense of belonging. To build a better understanding of this underrepresented experience, this study shares narratives of 28 Blind students from across Turtle Island (and what is colonially called Canada) using Teng et al.’s (2020) Belonging in Academia Model (BAM) as a conceptual framework. Thematically analyzed findings suggest that blind students’ perspectives offer nuance to the BAM’s conceptualization of how belonging develops. For blind students, external factors such as class size are especially important in determining affiliation with an institution. Blind students elucidated the importance of familiarity with different ways of being in the world, including blindness. Third, acceptance involved having their blind embraced in postsecondary contexts. Forth, interdependence was key to building trusting connections for blind students. Fifth, blind participants discussed equity at length related to access, the added work of trying to obtain access, and the emotional work involved. This study helps fill a gap regarding the experiences of these traditionally underrepresented postsecondary students in Canada. The BAM may raise the consciousness of stakeholders in considering the unique factors impacting belonging for blind people. By attending to these perspectives, stakeholders can become more responsive to the experiences of people from equity-deserving groups. Understanding facilitators and barriers to belonging could result in culturally safer practices and inclusive pedagogical practices and system policies. Only when we create a space where everyone can belong will higher education be truly inclusive.

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“…Indeed, Morris (2017) encourages observers to move beyond the 'hegemony of the eye', and consider what we hear, smell, touch, and feel. Examples of this include: the smell of freshly cut grass, the touch of a football, and the sound of children playing.…”

Section: Sensory Observational Field Notesmentioning

confidence: 99%

Less may be more: how do coach developers reproduce “learner-centred” policy in practice?

Dempsey

Cope

Richardson

et al. 2021

Sports Coaching Review

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Making sense of education: sensory ethnography and visual impairment

Cited by 10 publications

References 20 publications

How does a sense of belonging develop in postsecondary? A conceptual Belonging in Academia Model (BAM) from sighted perspectives

How does a sense of belonging develop in postsecondary? A conceptual Belonging in Academia Model (BAM) from sighted perspectives

"And BAM. You Have a Connection”: Blind/Partially Blind Students and the Belonging in Academia Model

Less may be more: how do coach developers reproduce “learner-centred” policy in practice?

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