Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania

Autor/inn/en	Morley, Louise; Croft, Alison
Titel	Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania
Quelle	In: Research in Comparative and International Education, 6 (2011) 4, S.383-399 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2011.6.4.383
Schlagwörter	Advocacy; Higher Education; Foreign Countries; Disabilities; Civil Rights; Inclusion; Educational Attainment; Access to Education; Equal Education; Interviews; Correlation; Poverty; Self Concept; Ghana; Tanzania + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Handicap; Behinderung; Bürgerrechte; Grundrechte; Zivilrecht; Inklusion; Bildungsabschluss; Bildungsgut; Education; Access; Bildung; Zugang; Bildungszugang; Interviewing; Interviewtechnik; Korrelation; Armut; Selbstkonzept; Tansania
Abstract	Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, Namibia, Uganda and Pakistan, literature tends to come from the global North. Yet there is a toxic correlation between disability and poverty--especially in the global South. This article is based on a review of the global literature on disability in higher education and interview findings from the project "Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard", funded by the Economic and Social Research Council and the Department for International Development. A central finding was that while disability was associated with constraints, misrecognition, frustration, exclusion and even danger, students' agency, advocacy and achievement in higher education offered opportunities for transforming spoiled identities. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10