Marking-out normalcy and disability in higher education
Marking-out normalcy and disability in higher education
复制标题
高等教育中的正常和残疾标记
DOI：
10.1080/01425692.2011.596380
复制
发表时间：
2011
影响因子：
2.1
通讯作者：
A. Walker
中科院分区：
文献类型：
--
作者：
Manuel Madriaga;Katie Hanson;H. Kay;A. Walker
本文倡导高等教育中的社会公正教学法，以挑战维持对残疾学生包容的精英主义学术态度的常态感。在这里，常态等同于日常优生学，它预示着一个没有“缺陷”或损伤的非残疾人是理想的常态。本文试图通过介绍对英国一所高等教育机构内残疾学生和非残疾学生进行的系统经验调查的结果，来表明高等教育中常态的普遍性。研究结果表明，获得机构残疾支持的残疾学生比没有已知残疾的学生在学习和评估方面表现出更多困难。然而，研究发现两组学生的学业成绩没有显着差异。关于后一点，证据还表明，未接受机构残疾支持的残疾学生表现不佳。
This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which heralds a non-disabled person without ‘defects’, or impairments, as the ideal norm. This article attempts to mark the pervasiveness of normalcy in higher education by presenting findings from a systematic experience survey of disabled students and non-disabled students within one higher education institution in the United Kingdom. The findings indicate that disabled students who have institutional disability support express more difficulties in their learning and assessment than students with no known disability. However, it was found that there was no significant difference in academic achievement between the two cohorts of students. In relation to the latter point, the evidence also shows that disabled students who do not receive institutional disability support underperform.