Politicising inclusive learning environments: how to foster belonging and challenge ableism?
Politicising inclusive learning environments: how to foster belonging and challenge ableism?
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将包容性学习环境政治化：如何培养归属感并挑战体能主义？
DOI：
10.1080/07294360.2021.1945547
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发表时间：
2021
影响因子：
3.2
通讯作者：
H. Pesonen
中科院分区：
文献类型：
--
作者：
J. Nieminen;H. Pesonen
摘要全纳学习环境是培养残疾学生高等教育归属感的重要因素。然而，很少有实证研究阐述了如何学习环境有助于残疾学生的归属感。在本研究中，我们采取了社会政治的方法，并扩大了理论上的理解'祝福'。我们分析了三个芬兰残疾学生的叙事访谈，通过叙事的方法，他们的经验，学习环境。我们的研究结果强调了学习环境和归属感在STEM和大班规模背景下的复杂相互作用。我们讨论了积极的学习环境，支持残疾学生的归属感的作用。这些叙述表明，对于这些学生来说，不属于可能更有成效，因为学习环境往往是建立在能力主义的基础上。我们重新定义了包容性的学习环境设计和他们的研究作为社会政治的努力：如果教师希望通过学习环境设计，以促进归属感，这种设计需要破坏更广泛的能人话语的高等教育。
ABSTRACT Inclusive learning environments have been described as a crucial factor for fostering disabled students’ sense of belonging in higher education. However, few empirical studies have elaborated on how learning environments contribute to disabled students’ belonging. In this study, we have taken a socio-political approach and widen the theoretical understanding of ‘belonging’. We analyse three Finnish disabled students’ narrative interviews concerning their experiences of learning environments through a narrative approach. Our findings highlight the complex interplay of learning environments and belonging in the context of STEM and large class sizes. We discuss the role of active learning environments for supporting disabled students’ belonging. The narratives show how not belonging might be more productive for these students, as the learning environments are often built on ableism. We redefined inclusive learning environment design and their research as socio-political endeavours: If teachers wish to promote belonging through learning environment design, such design needs to disrupt the broader ableist discourses of higher education.