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...
Auteur principal: | |
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Type de support: | Électronique Article |
Langue: | Anglais |
Vérifier la disponibilité: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Publié: |
Taylor & Francis
2023
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Dans: |
Journal of disability & religion
Année: 2023, Volume: 27, Numéro: 4, Pages: 520-536 |
Sujets non-standardisés: | B
Theological Education
B Faculty B Disability B Decolonial B neurodiversity B Accessibility B Decolonizing B Diversity B neurodivergence |
Accès en ligne: |
Volltext (lizenzpflichtig) |
Résumé: | 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. |
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ISSN: | 2331-253X |
Contient: | Enthalten in: Journal of disability & religion
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Persistent identifiers: | DOI: 10.1080/23312521.2023.2270975 |