RT Article
T1 Access and Disability Justice in Theological Education
JF Journal of disability & religion
VO 25
IS 3
SP 279
OP 295
A1 Barton, Sarah Jean
LA English
PB Taylor & Francis
YR 2021
UL https://ixtheo.de/Record/175803209X
AB As more students, staff, faculty, and administrators with disabilities participate in theological education, practices that promote accessibility and inclusive learning environments are essential. Though the topics of access and universal design for learning have surged in popularity among educational scholars and within popular lay sources over the past years, reflection on accessibility among theological schools remains largely under-explored. In this essay, I offer a case study describing the holistic evaluation of accessibility in a seminary. I suggest that pursuits of access and inclusive learning within institutions theological education can and should reflect a praxis of justice. To explore this justice-based approach to accessibility, I introduce one contemporary framework for “disability justice” and reflect on how the principles within this framework might help guide, encourage, and challenge those in the world of theological education toward a more accessible future.
K1 Theological Education
K1 Justice
K1 Inclusion
K1 Disability
K1 Accessibility
DO 10.1080/23312521.2021.1895025