Presentation on theme: "EQUITY, ACCESS AND PARTICIPATION DISCOURSES IS IT A JOURNEY OF HOPE FOR STUDENTS WITH DISABILITIES IN HIGHER EDUCATION ???? presented by ROSH SUBRAYEN."— Presentation transcript:
EQUITY, ACCESS AND PARTICIPATION DISCOURSES IS IT A JOURNEY OF HOPE FOR STUDENTS WITH DISABILITIES IN HIGHER EDUCATION ???? presented by ROSH SUBRAYEN
PERSONAL CONCERNS POSITIONALITY ANECDOTAL RHETORIC HUMAN RIGHTS, SOCIAL JUSTICE CONCERNS
EQUITY, ACCESS AND PARTICIPATION DISCOURSES DEFINITIONS DIFFERENTIATED NUANCES [Thomas,2002; Howell,2006; Hurdarto, 2007] THE FOURTH IMPERATIVE DEBATE by Shavit, Arum, Gamoran and Menahem (2007) MY ARGUMENT – absence of clear definitions COMPLEXITIES – interchangeable use of the terms equity and equality/pluralistic meanings and interpretations SA HIGHER EDUCATION FRAMEWORKS SUCCESSFUL OUTCOMES – Akoojee and Nkomo (2007)
IF THIS IS THE JOURNEY OF HOPE FOR STUDENTS WITH DISABILITIES IN HIGHER EDUCATION? What causes inequities and why does it exist? Why would inequities be located in a transformed higher education structure that is supposed to be fair and equitable? How would it be possible to advance an equity, access and participation agenda in higher education for students with disabilities, with a silence on quality as an imperative?
EQUITY, ACCESS AND PARTICIPATION DISCOURSES FOR STUDENTS WITH DISABILITIES IN HIGHER EDUCATION POSITIVE OUTCOMES – Gertzel and and Thoma (2009); Gibson (2012) and Opini (2012) NEGATIVE OUTCOMES – Vickerman and Blundell (2010) ….”disabled people are being marginalised by higher education who are not sufficiently adopting positive strategies to consult disabled students when implementing policies and practices to break down barriers to study” (p. 22)
CULTURE OF SILENCE – Paulo Friere (1985) CHALLENGES - Opini (2011); Peterson (2006); Moswela, Ontretse and Mukhopadhyay (2011); Subrayen (2011); Kasiram and Subrayen (2013); Howell (2006 and Ntombela and Subrayen (2013). STREAMLINING DISABILITY OBSTACLES - Bourdieu’s (1990) capitals HIGHER EDUCATION NORMALCY - Clancy and Goastellic (2007) MISCONCEPTIONS/BENEVOLENCE/CONTRADICTIONS - Matshedisho (2007)
POLICY AND LEGISLATIVE FRAMEWORKS FOR STUDENTS WITH DISBILITIES IN HIGHER EDUCATION UN Convention of Human Rights (1948) UN Convention on the Rights of Persons with Disabilities (2006) USA – Americans with Disabilities Act (1990) UK – Disability Discrimination Act (2005) Constitution of the republic of South Africa (1996) Education White Paper 3: A Programme for the Transformation of Higher Education (1997) National Plan for Higher Education (2001)
ACCESS & PARTICIPATION FOR STUDENTS WITH DISABILITIES IN HIGHER EDUCATION KEY EMPIRICAL STUDIES CURRICULUM ACCESS & SUPPORT SOCIAL INTEGRATION INTERSECTIONS OF GENDER AND DISABILITY
CURRICULUM ACCESS & SUPPORT - Moswela and Mukhopadhyay (2011); University of Botswana, focus group discussion, varying disabilities: poor academic performance as a result of non-visibility of institutional support. - Madriaga, Hanson, Kay and Walker ( 2011)- UK; quantitative study, poor curriculum support eg. Specialized technology, architectural barriers, prints inaccessibility. - Morley (2010); University in Tanzania, physical inaccessibility. Other qualitative studies by Kasiram and Subrayen (2013) in South Africa and Opini (2011) at Kenyan higher education document the same. Resulting in non- attendance at lectures, inability to use library facilities and group study
CURRICULUM ACCESS & SUPPORT - Absence of orientation and training on the use of specialized technology-University of Botswana - Unique findings relevant to the South African context-challenges remain different-studies by Kasiram and Subrayen (2013); Ntombela and Subrayen (2013). Subrayen (2011)- notion of ‘inclusive discrimination” ; “automatic othering”; confinement; lack of agency Goodley (2007)- a call for new pedagogical thinking and orientation
SOCIAL INTEGRATION Gibson (2006; 2012) UK qualitative studies –social integration lead to negative self image, exclusion’s from group study, negative teaching and learning experiences with peers. Peterson (2006) USA study-taking test apart from peers- stigma, social isolation, loneliness, anxiety, otherization; Bell (2013) in South Africa; Morley (2010) – two country university study Dominelli (2002) and Geoffman (1963)-their sociological argument Dominelli (2002) this social isolation promotes othering and the “them and us” dyad; disability equates being and outsider; inferior-results in automatic exclusions.
INTERSECTIONS OF GENDER & DISBILITY IN HIGHER EDUCATION Empirical studies document the feminisation of teaching and learning is accompanied by complexities and tensions Peterson (2006), USA and Moswela, Ontiretse and Mukhopadhyay (2011)-University of Botswana-females with disabilities constrained/lack agency in course module selection –humanities programs/basic maths literacy. African countries-Botswana and Kenya-notion that females with disabilities- barren and asexual; higher education attainment means a deviation of the traditional role of women in African countries. Morley, Leach and Lugg’s (2009) argument regarding above.
INTERSECTIONS OF GENDER & DISBILITY IN HIGHER EDUCATION Differential treatment regarding gender designation-Peterson (2006) Halder’s (2009) regarding the enunciation of women with disabilities in higher education. Feminisation of disability-Kasiram and Subrayen (2011)-sexual exploitation, lack of agency in safe sexual practices, oppression of females with disabilities by able bodied females in the context of higher education. Opini (2011)-sexual exploitation leading to social and learning isolation thus inhibiting access and participation to teaching and learning. Internationally and in South Africa-clear silence on scholarship on masculinities with disabilities in higher education.
CONCLUSION Challenge higher education policy frameworks- What impact are the strategic policy reforms and curriculum development having on power distribution in the gendered disability knowledge economy? Equity, access and part8icipation-recognised as international policy priorities. Redirect academic attention to disability in higher education The question that I want to ask is: Can higher education write itself a ne2w story based more closely upon the deeper nuances of the lived experiences of students with disabilities in higher education? Matshedisho (2007) new strategic stand alone policy for disability in higher education. Dr Blade Nzimande’s articulation on this stand alone disability policy for higher education.
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REFERENCES Ntombela, S. & Subrayen, R. (2013). Access challenges for students with disabilities at the university of kwaZulu-Natal. A situational analysis of the edgewood campus. Journal of Social Science, 37(2), Opini, B. (2011). Barriers to participation of women students with disabilities participation in university education in Kenya. Journal of Post secondary education and Disability, 25(1), Opini, B. (2012). Examining the motivations of women students with disabilities participation in university education in Kenya. Scandinavian Journal of disability research, 14(1), Petersen, A. (2006). An African-American women with disabilities: The intersection of gender, race and disability. Disability & Society, 21(7), Shavit, Y,. Arum, R,. Gamoran, A., & Menahem, G. (2007). Stratification in higher education: A comparative study. Stanford, California: Stanford University Press. Subrayen, R. (2011). Social exclusion among students with visual impairments at UKZN edgewood and howard College Campuses (Masters dissertation). University of KwaZulu-Natal, South Africa. Vickerman, P. & Blundell, M. (2010). Hearing the voices of disabled students in higher education. Disability & Society, 25(1),