Dismantling the Supercrip Prof: Theological Education and Faculty Accessibility
Most research around neurodiversity in higher education focuses on students, with little attention paid to faculty. This essay deploys autoethnographic narratives to (a) ground anti-ableist pedagogy in decolonizing pedagogy; (b) argue that cognitive- and neuro-diversity among faculty should be value...
Main Author: | |
---|---|
Format: | Electronic Article |
Language: | English |
Check availability: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Published: |
Taylor & Francis
2023
|
In: |
Journal of disability & religion
Year: 2023, Volume: 27, Issue: 4, Pages: 520-536 |
Further subjects: | B
Theological Education
B Faculty B Disability B Decolonial B neurodiversity B Accessibility B Decolonizing B Diversity B neurodivergence |
Online Access: |
Volltext (lizenzpflichtig) |
MARC
LEADER | 00000caa a22000002 4500 | ||
---|---|---|---|
001 | 1871129850 | ||
003 | DE-627 | ||
005 | 20231126000846.0 | ||
007 | cr uuu---uuuuu | ||
008 | 231125s2023 xx |||||o 00| ||eng c | ||
024 | 7 | |a 10.1080/23312521.2023.2270975 |2 doi | |
035 | |a (DE-627)1871129850 | ||
035 | |a (DE-599)KXP1871129850 | ||
040 | |a DE-627 |b ger |c DE-627 |e rda | ||
041 | |a eng | ||
084 | |a 0 |2 ssgn | ||
100 | 1 | |e VerfasserIn |0 (DE-588)1076094317 |0 (DE-627)834289911 |0 (DE-576)420121102 |4 aut |a Wigg-Stevenson, Natalie | |
109 | |a Wigg-Stevenson, Natalie |a Stevenson, Natalie Wigg- | ||
245 | 1 | 0 | |a Dismantling the Supercrip Prof: Theological Education and Faculty Accessibility |
264 | 1 | |c 2023 | |
336 | |a Text |b txt |2 rdacontent | ||
337 | |a Computermedien |b c |2 rdamedia | ||
338 | |a Online-Ressource |b cr |2 rdacarrier | ||
520 | |a Most research around neurodiversity in higher education focuses on students, with little attention paid to faculty. This essay deploys autoethnographic narratives to (a) ground anti-ableist pedagogy in decolonizing pedagogy; (b) argue that cognitive- and neuro-diversity among faculty should be valued similarly to—and in intersection with—other forms of diversity, (c) explore barriers to disclosure among disabled, chronically ill and neurodivergent faculty, and (d) call for a structural approach to anti-ableism in theological education that not only accommodates disabled, chronically ill and neurodivergent faculty needs, but also scales up those accommodations to create a workplace environment in which all faculty can flourish. | ||
601 | |a Theologe | ||
650 | 4 | |a Theological Education | |
650 | 4 | |a neurodiversity | |
650 | 4 | |a neurodivergence | |
650 | 4 | |a Faculty | |
650 | 4 | |a Diversity | |
650 | 4 | |a Disability | |
650 | 4 | |a Decolonizing | |
650 | 4 | |a Decolonial | |
650 | 4 | |a Accessibility | |
773 | 0 | 8 | |i Enthalten in |t Journal of disability & religion |d Philadelphia, Pa. : Taylor & Francis, 2014 |g 27(2023), 4, Seite 520-536 |h Online-Ressource |w (DE-627)790615509 |w (DE-600)2777009-6 |w (DE-576)40970038X |x 2331-253X |7 nnns |
773 | 1 | 8 | |g volume:27 |g year:2023 |g number:4 |g pages:520-536 |
856 | 4 | 0 | |u https://doi.org/10.1080/23312521.2023.2270975 |x Resolving-System |z lizenzpflichtig |3 Volltext |
912 | |a NOMM | ||
935 | |a mteo | ||
936 | u | w | |d 27 |j 2023 |e 4 |h 520-536 |
951 | |a AR | ||
ELC | |a 1 | ||
ITA | |a 1 |t 1 | ||
LOK | |0 000 xxxxxcx a22 zn 4500 | ||
LOK | |0 001 4417558892 | ||
LOK | |0 003 DE-627 | ||
LOK | |0 004 1871129850 | ||
LOK | |0 005 20231125055504 | ||
LOK | |0 008 231125||||||||||||||||ger||||||| | ||
LOK | |0 035 |a (DE-Tue135)IxTheo#2023-11-24#289B5CE76D8B31E71B36602BC8D2B154DEC8B56D | ||
LOK | |0 040 |a DE-Tue135 |c DE-627 |d DE-Tue135 | ||
LOK | |0 092 |o n | ||
LOK | |0 852 |a DE-Tue135 | ||
LOK | |0 852 1 |9 00 | ||
LOK | |0 935 |a ixzs |a zota | ||
ORI | |a TA-MARC-ixtheoa001.raw | ||
REL | |a 1 | ||
SUB | |a REL |