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...
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
2023
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| In: |
Journal of disability & religion
Jahr: 2023, Band: 27, Heft: 4, Seiten: 520-536 |
| weitere Schlagwörter: | B
Theological Education
B Faculty B Disability B Decolonial B neurodiversity B Accessibility B Decolonizing B Diversity B neurodivergence |
| Online-Zugang: |
Volltext (lizenzpflichtig) |
| Zusammenfassung: | 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 |
| Enthält: | Enthalten in: Journal of disability & religion
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| Persistent identifiers: | DOI: 10.1080/23312521.2023.2270975 |
