Anti-Ableist Pedagogies in Higher Education: A Systems Approach

Autor/inn/en	Nieminen, Juuso Henrik; Pesonen, Henri Valtteri
Titel	Anti-Ableist Pedagogies in Higher Education: A Systems Approach
Quelle	In: Journal of University Teaching and Learning Practice, 19 (2022) 4, Artikel 8 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Higher Education; Equal Education; Students with Disabilities; Attitudes toward Disabilities; Inclusion; Systems Approach; Educational Environment; College Faculty; Teacher Role; Social Bias; Interpersonal Relationship; Barriers; Professional Development; School Personnel; College Students; Community Involvement; Educational Policy + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Systemischer Ansatz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fakultät; Lehrerrolle; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulpersonal; Collegestudent; Politics of education; Bildungspolitik
Abstract	Disabilities and neurodiversity are dominantly understood as something that challenges higher education rather than something that enriches it: ableist underpinnings characterize higher education despite policies of widened access. While earlier research has explored ideas such as 'inclusive pedagogies' and 'pedagogies of belonging', these important contributions have downplayed the marginalizing nature of pedagogy itself. In this conceptual study, we argue that non-ableist approaches to teaching are not sufficient in itself. We suggest a conceptual model for anti-ableist pedagogies to promote belonging and to challenge the exclusion and marginalization of disabled students. We have drawn on the ecological systems model by Bronfenbrenner to examine anti-ableist pedagogies as understood through the theory of systemic change. We provide a theory synthesis by drawing on earlier work on disability studies and anti-racist pedagogies: without systematic approaches to unpack and challenge the idea of a 'normal, able student' in pedagogical design and policies, 'pedagogies of belonging' fail to foster 'belonging' in a system that builds on exclusion. Our study will benefit both practitioners striving for more inclusive higher education as well as researchers aiming to better conceptualize the questions of belonging in the exclusive systems of higher education. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01