Negotiating access and belonging in a higher education institution: a postqualitative narrative

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Higher Education Pub Date : 2024-07-20 DOI:10.1007/s10734-024-01263-5
Ben Whitburn, Priscila Riffo-Salgado
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Abstract

The purpose of this paper is to foreground accessibility as a necessary aspect of equality, diversity, and inclusion (EDI). We go about this by highlighting shared experiences of negotiating institutional ableism together, as a disabled scholar employed at a HEI in the UK, and a non-disabled, culturally and linguistically diverse individual employed to bridge inaccessible spaces. Drawing upon Wong’s (2023) conceptual framework of spatial belonging in higher education, which traverses the intersecting terrain of physical, digital, relational and structural spaces, we develop a postqualitative narrative demonstrating the limitations of narrowly defined legal protections that fall short of implementing inclusive ideals. The narrative draws attention to the ways that ‘access intimacy’, understood as shared commitments to accessibility, develops informally, which excuses HEIs from taking responsibility to institutionalise it. We contemplate accessibility as a relational concern and build an argument for learning from our experiences to inform the development of key accessibility considerations into institutional ways of working and relating to difference. The paper is significant for engaging principles from critical disability studies as conceptual means by which to consider accessibility, and the relational account provided contributes a collaborative perspective frequently experienced but not widely considered in higher education research for strengthening EDI.

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协商高等教育机构中的入学机会和归属感:后定性叙事
本文旨在强调无障碍环境是平等、多样性和包容性(EDI)的一个必要方面。为此,我们强调了作为一名受雇于英国高等院校的残疾学者,以及一名受雇于无障碍空间的非残疾、文化和语言多元化个体,在与机构能动主义进行谈判时的共同经历。黄氏(2023 年)的高等教育空间归属概念框架横跨物理、数字、关系和结构空间等相互交叉的领域,我们借鉴了这一概念框架,提出了一种后定性叙事,展示了狭义法律保护的局限性,这些保护不足以实现包容性理想。这一叙事提请人们注意 "无障碍亲密关系"(即对无障碍的共同承诺)的非正式发展方式,这使得高等院校不必承担将其制度化的责任。我们将无障碍环境视为一种关系问题,并提出了从我们的经验中学习的论点,以便将无障碍环境的主要考虑因素纳入机构的工作方式和与差异的关系中。这篇论文的重要意义在于将批判性残疾研究的原则作为考虑无障碍性的概念性手段,而所提供的关系论述则提供了一种合作视角,这种视角在高等教育研究中经常出现,但在加强电子数据交换方面却未得到广泛考虑。
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来源期刊
Higher Education
Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.70
自引率
12.00%
发文量
160
期刊介绍: Higher Education is recognised as the leading international journal of Higher Education studies, publishing twelve separate numbers each year. Since its establishment in 1972, Higher Education has followed educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It has actively endeavoured to report on developments in both public and private Higher Education sectors. Contributions have come from leading scholars from different countries while articles have tackled the problems of teachers as well as students, and of planners as well as administrators. While each Higher Education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts. Higher Education publishes authoritative overview articles, comparative studies and analyses of particular problems or issues. All contributions are peer reviewed.
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