Pub Date : 2024-08-16DOI: 10.1177/17577438241275799
Maya Puspitasari
This article employs narrative inquiry to investigate the experiences of an English teacher, referred to as Dede (pseudonym), at a senior high school in West Java, Indonesia. The research question guiding this study is: ‘How does an English teacher in senior high school navigate and adapt his teaching approaches in response to curriculum changes in Indonesia?’ Using a semi-structured interview, this study provides a detailed analysis of Dede’s narratives to uncover the challenges faced by English educators in this setting and to highlight the sources of their motivation and dedication. The research focuses on four main themes: teaching journey; public versus private schools; curriculum stories; and policy and practice. The findings reveal the complex obstacles and dynamic changes in curriculum that English teachers navigate, offering valuable insights into the broader context of senior secondary education in Indonesia. By exploring Dede’s teaching path, this study contributes to the ongoing discussion of effective teaching strategies and the evolving landscape of English language education in West Java.
{"title":"Navigating classroom challenges and curriculum changes: A qualitative study of an English Teacher’s journey in the Indonesian education system","authors":"Maya Puspitasari","doi":"10.1177/17577438241275799","DOIUrl":"https://doi.org/10.1177/17577438241275799","url":null,"abstract":"This article employs narrative inquiry to investigate the experiences of an English teacher, referred to as Dede (pseudonym), at a senior high school in West Java, Indonesia. The research question guiding this study is: ‘How does an English teacher in senior high school navigate and adapt his teaching approaches in response to curriculum changes in Indonesia?’ Using a semi-structured interview, this study provides a detailed analysis of Dede’s narratives to uncover the challenges faced by English educators in this setting and to highlight the sources of their motivation and dedication. The research focuses on four main themes: teaching journey; public versus private schools; curriculum stories; and policy and practice. The findings reveal the complex obstacles and dynamic changes in curriculum that English teachers navigate, offering valuable insights into the broader context of senior secondary education in Indonesia. By exploring Dede’s teaching path, this study contributes to the ongoing discussion of effective teaching strategies and the evolving landscape of English language education in West Java.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"17 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142216685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-05DOI: 10.1177/17577438241272594
Mehmet KIRMIZI
Teacher expectation mediates the interaction between teacher and students, and teachers tend to differentiate their interaction with their students based on their expectation. In this study, I explore the mediator role of teacher expectation to the participation of ongoing mathematical discussion. Academic interaction between an 8th grade mathematics teacher, and her students ( n = 20) academic interactions were recorded ( n = 20) and analyzed by using EQUIP during two grading periods. Results of this study reveal that the majority of academic interaction happens between a teacher and a small subset (high expected) of students. High expected students had much more opportunities than all the other students to participate to the ongoing mathematical discussion.
{"title":"Exploring the mediating role of teacher expectation on whole class participation","authors":"Mehmet KIRMIZI","doi":"10.1177/17577438241272594","DOIUrl":"https://doi.org/10.1177/17577438241272594","url":null,"abstract":"Teacher expectation mediates the interaction between teacher and students, and teachers tend to differentiate their interaction with their students based on their expectation. In this study, I explore the mediator role of teacher expectation to the participation of ongoing mathematical discussion. Academic interaction between an 8<jats:sup>th</jats:sup> grade mathematics teacher, and her students ( n = 20) academic interactions were recorded ( n = 20) and analyzed by using EQUIP during two grading periods. Results of this study reveal that the majority of academic interaction happens between a teacher and a small subset (high expected) of students. High expected students had much more opportunities than all the other students to participate to the ongoing mathematical discussion.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"6 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-03DOI: 10.1177/17577438241265461
Fengling Tang, Evelyn Wandia Corrado
Researchers have criticised the pragmatic focus on the value of music education for its contribution to the acquisition of children’s academic skills such as literacy and numeracy development in schools across the international contexts driven by neoliberalism. In the context of Froebel’s Mother Songs, this paper via documentary research focuses on a Froebelian approach to music education in early childhood context to counterpart the neoliberal pragmatism in educational landscapes. The Froebelian perspective brings in implications for early childhood practice, research and policy-making by addressing the important role of music in supporting young children’s holistic learning and wellbeing in responding to the neoliberal pressures on children and practitioners in the 21st century.
{"title":"The role of music in supporting young children’s holistic learning and wellbeing in the context of Froebel’s mother songs","authors":"Fengling Tang, Evelyn Wandia Corrado","doi":"10.1177/17577438241265461","DOIUrl":"https://doi.org/10.1177/17577438241265461","url":null,"abstract":"Researchers have criticised the pragmatic focus on the value of music education for its contribution to the acquisition of children’s academic skills such as literacy and numeracy development in schools across the international contexts driven by neoliberalism. In the context of Froebel’s Mother Songs, this paper via documentary research focuses on a Froebelian approach to music education in early childhood context to counterpart the neoliberal pragmatism in educational landscapes. The Froebelian perspective brings in implications for early childhood practice, research and policy-making by addressing the important role of music in supporting young children’s holistic learning and wellbeing in responding to the neoliberal pressures on children and practitioners in the 21<jats:sup>st</jats:sup> century.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"29 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141948815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-20DOI: 10.1177/17577438241265456
Bill Davies
This paper provides a critical view of the digital education within the global prison estate, with a specific aim of examining the extent to which we can expect the prison system of England and Wales to embrace digital pedagogy. By presenting critical sociological theories around social hierarchies and the transitions between them that education can provide (Freire, 1972; Gramsci, 1994; Kant, 1992), the paper will be able to show how while there is a desire and appetite for increasing the digital education of those who are at the lower end of the social economic divide; without buy in from the cultural hegemonic state (Gramsci. 1994), then there is no desire to aid prisoners to be able to access the global digital community. While the paper will paint a bleak picture of the digital education of prisoners, it will provide a latitudinal overview of successful programmes that are being run within the global prison estate. This in turn will show that while there is hope for a digitally accessible prison in which to aid education, it will be done so through capitalistic ideals rather than pedagogical ones.
{"title":"Debates in digital pedagogy within prisons","authors":"Bill Davies","doi":"10.1177/17577438241265456","DOIUrl":"https://doi.org/10.1177/17577438241265456","url":null,"abstract":"This paper provides a critical view of the digital education within the global prison estate, with a specific aim of examining the extent to which we can expect the prison system of England and Wales to embrace digital pedagogy. By presenting critical sociological theories around social hierarchies and the transitions between them that education can provide (Freire, 1972; Gramsci, 1994; Kant, 1992), the paper will be able to show how while there is a desire and appetite for increasing the digital education of those who are at the lower end of the social economic divide; without buy in from the cultural hegemonic state (Gramsci. 1994), then there is no desire to aid prisoners to be able to access the global digital community. While the paper will paint a bleak picture of the digital education of prisoners, it will provide a latitudinal overview of successful programmes that are being run within the global prison estate. This in turn will show that while there is hope for a digitally accessible prison in which to aid education, it will be done so through capitalistic ideals rather than pedagogical ones.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-29DOI: 10.1177/17577438241252980
Philippa Mullins
In this essay, I reflect on my experience teaching graduate classes on social justice in Yerevan. Here, an important part of the experience of injustice is epistemic. By this, I mean that students’ discourses of injustice often centre around their perception of other peoples’ lack of and/or refusal of their knowledge and consequent misrepresentation of current – and past – events. This form of epistemic injustice is layered upon experiences of war, loss, and dislocation which drive many students to take up graduate studies in social justice. In response, I consider the nature of the unwellness created by the intertwining of this experience and the epistemic injustice perpetuated around and about it. I discuss troubles in the reception and misuse of context. Subsequently, I think about how we can challenge this unwellness through how we create knowledge as a learning community. Rather than producing rules, I propose touchstones which might guide us to create knowledge as though our ‘ we’ – in community of difference – matters, and as though we, in fact, matter.
{"title":"Epistemic injustice and unwellness in the classroom: Creating knowledge like we matter","authors":"Philippa Mullins","doi":"10.1177/17577438241252980","DOIUrl":"https://doi.org/10.1177/17577438241252980","url":null,"abstract":"In this essay, I reflect on my experience teaching graduate classes on social justice in Yerevan. Here, an important part of the experience of injustice is epistemic. By this, I mean that students’ discourses of injustice often centre around their perception of other peoples’ lack of and/or refusal of their knowledge and consequent misrepresentation of current – and past – events. This form of epistemic injustice is layered upon experiences of war, loss, and dislocation which drive many students to take up graduate studies in social justice. In response, I consider the nature of the unwellness created by the intertwining of this experience and the epistemic injustice perpetuated around and about it. I discuss troubles in the reception and misuse of context. Subsequently, I think about how we can challenge this unwellness through how we create knowledge as a learning community. Rather than producing rules, I propose touchstones which might guide us to create knowledge as though our ‘ we’ – in community of difference – matters, and as though we, in fact, matter.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"86 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141195075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-15DOI: 10.1177/17577438241246095
Carmel Roofe
Teachers’ understanding of their personal histories is beneficial to their understanding and conceptualisation of their roles as teacher professionals. Insights from such understanding in post-colonial societies help to shape teachers’ consciousness about how they can run their own course (curriculum) to create liberating experiences for themselves and those they teach. This paper draws on the autobiographical method of currere to deconstruct stories of four in-service teachers about their teaching and learning experiences as students in Jamaican classrooms and how these experiences intertwine with their current professional practice. Findings derived from the teachers’ written reflections revealed that perceptions about types of schools and the associated consequences remain the largest area of complexity and representation of coloniality for teachers. Linked to this is the skills teachers themselves demonstrate and the positive and negative emotions those skills evoke for students. The teachers also expressed their responsibility towards advocating for self and their students as opportunities to create change and resist coloniality. The paper therefore offers recommendations for teachers and teachers of teachers (teacher educators) on how to build anti-colonial futures through curriculum conversations with their students.
{"title":"Teachers creating anti-colonial futures: Exploring curriculum conversations with teachers through autobiographical reflection","authors":"Carmel Roofe","doi":"10.1177/17577438241246095","DOIUrl":"https://doi.org/10.1177/17577438241246095","url":null,"abstract":"Teachers’ understanding of their personal histories is beneficial to their understanding and conceptualisation of their roles as teacher professionals. Insights from such understanding in post-colonial societies help to shape teachers’ consciousness about how they can run their own course (curriculum) to create liberating experiences for themselves and those they teach. This paper draws on the autobiographical method of currere to deconstruct stories of four in-service teachers about their teaching and learning experiences as students in Jamaican classrooms and how these experiences intertwine with their current professional practice. Findings derived from the teachers’ written reflections revealed that perceptions about types of schools and the associated consequences remain the largest area of complexity and representation of coloniality for teachers. Linked to this is the skills teachers themselves demonstrate and the positive and negative emotions those skills evoke for students. The teachers also expressed their responsibility towards advocating for self and their students as opportunities to create change and resist coloniality. The paper therefore offers recommendations for teachers and teachers of teachers (teacher educators) on how to build anti-colonial futures through curriculum conversations with their students.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"68 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140596318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-09DOI: 10.1177/17577438241239828
Michael D Smith, Travis Hunter Past
In the face of ongoing ecological, economic, and social concerns, the UN’s sustainable development framework emerges as a map for securing a brighter tomorrow. Yet, against this backdrop, the neoliberal values of deregulation, open marketisation, and individualisation constrain sustainable development outcomes. Building on previous research conducted in Japan, a nation positioned at the forefront of Education for Sustainable Development (ESD), this ‘think piece’ seeks to offer a critical examination of its implementation and positionality within Japan’s education system, specifically the imbalance between public and private educational providers. Drawing on Bourdieu’s symbolic violence, we seek to shed light on the social norms (in this case, skill-based human capital development) replicated through education, the long-standing power structures reinforcing them, and finally, the gap between the ‘haves’ and ‘have nots’ in terms of access to attaining covetable neoliberal skills. The goal of this piece is not to reject the altruistic good of ESD. On the contrary, through this analysis, we hope to generate greater awareness by engendering a more meaningful and transformative ESD aligning with sustainability as a shared public good. Consequently, we call for more equitable ESD available to all students, regardless of educational setting.
{"title":"Navigating shallow waters: Symbolic violence and its implications for education for sustainable development in neoliberal Japan","authors":"Michael D Smith, Travis Hunter Past","doi":"10.1177/17577438241239828","DOIUrl":"https://doi.org/10.1177/17577438241239828","url":null,"abstract":"In the face of ongoing ecological, economic, and social concerns, the UN’s sustainable development framework emerges as a map for securing a brighter tomorrow. Yet, against this backdrop, the neoliberal values of deregulation, open marketisation, and individualisation constrain sustainable development outcomes. Building on previous research conducted in Japan, a nation positioned at the forefront of Education for Sustainable Development (ESD), this ‘think piece’ seeks to offer a critical examination of its implementation and positionality within Japan’s education system, specifically the imbalance between public and private educational providers. Drawing on Bourdieu’s symbolic violence, we seek to shed light on the social norms (in this case, skill-based human capital development) replicated through education, the long-standing power structures reinforcing them, and finally, the gap between the ‘haves’ and ‘have nots’ in terms of access to attaining covetable neoliberal skills. The goal of this piece is not to reject the altruistic good of ESD. On the contrary, through this analysis, we hope to generate greater awareness by engendering a more meaningful and transformative ESD aligning with sustainability as a shared public good. Consequently, we call for more equitable ESD available to all students, regardless of educational setting.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"214 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140596316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.1177/17577438241239831
Yorgos Retalis
The current study examined the unofficial implementation of direct-democratic decision-making assemblies in three typical public (state) schools of consecutive educational levels (kindergarten, primary and middle school) in a village in Greece. The study drew on Michel Foucault’s analysis of power technologies and power relations in disciplinary dispositives like Education. The main aim of the study was to investigate the ways in which both pupils and teachers engaged with the disciplinary technology inherent in the educational dispositive and to document their conceptualization and attitudes towards these direct-democratic assemblies. The research methodology utilized participant observation and semi-structured interviews. Findings indicated that the disciplinary technology continued to function as per the dominant dispositive, despite the implementation of direct-democratic decision-making assemblies, while pupils generally exhibited a sense of empowerment, displaying support and being influenced in their daily lives by the assemblies’ governmentality. Minor challenges concerning the implementation of such assemblies are addressed and further possibilities of such implementations are discussed.
{"title":"‘But we didn’t put it to a vote!’. A case study of direct-democratic decision-making in formal education","authors":"Yorgos Retalis","doi":"10.1177/17577438241239831","DOIUrl":"https://doi.org/10.1177/17577438241239831","url":null,"abstract":"The current study examined the unofficial implementation of direct-democratic decision-making assemblies in three typical public (state) schools of consecutive educational levels (kindergarten, primary and middle school) in a village in Greece. The study drew on Michel Foucault’s analysis of power technologies and power relations in disciplinary dispositives like Education. The main aim of the study was to investigate the ways in which both pupils and teachers engaged with the disciplinary technology inherent in the educational dispositive and to document their conceptualization and attitudes towards these direct-democratic assemblies. The research methodology utilized participant observation and semi-structured interviews. Findings indicated that the disciplinary technology continued to function as per the dominant dispositive, despite the implementation of direct-democratic decision-making assemblies, while pupils generally exhibited a sense of empowerment, displaying support and being influenced in their daily lives by the assemblies’ governmentality. Minor challenges concerning the implementation of such assemblies are addressed and further possibilities of such implementations are discussed.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"171 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140202149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.1177/17577438241239832
Clare Cunningham
The notion of inert benevolence has been written about in the context of primary school teachers working with languages beyond English (Cunningham and Little, 2022). However, the concept has a broader relevance for those working in education and this paper seeks to explore it more fully, through the use of the metaphor of a flower press in order to understand how the power of numerous factors bearing down on teachers leads to inert benevolence.
{"title":"Teachers-as-pressed-flowers: Unpacking ‘inert benevolence’ towards pupils who require additional support or advocacy to thrive in schools","authors":"Clare Cunningham","doi":"10.1177/17577438241239832","DOIUrl":"https://doi.org/10.1177/17577438241239832","url":null,"abstract":"The notion of inert benevolence has been written about in the context of primary school teachers working with languages beyond English (Cunningham and Little, 2022). However, the concept has a broader relevance for those working in education and this paper seeks to explore it more fully, through the use of the metaphor of a flower press in order to understand how the power of numerous factors bearing down on teachers leads to inert benevolence.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"22 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140202100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-19DOI: 10.1177/17577438241239840
Vivienne Orchard, Eleanor K Jones
This article uses ‘wellbeing’ as deployed within UK higher education as a starting point for examining the relationship between disability and the university. We explore various strands of scholarship that seek to critique wellbeing, universities, and/or connections between disability and these institutions. Work on ‘wellbeing’ identifies the harmful logics underpinning its political appropriation, but erases disability by declining to consider it as political experience. Critiques of the university efface disability by considering disablement only insofar as it affects the non-disabled, and reify ‘intellect’ as neutral entity and sole true purview of higher education. Work on the political economy of disability exposes crucial connections between disability and capitalism, and the role of economic and political institutions in upholding them, but relies on a distinction between worker and surplus that cannot reckon with institutional complexity. Finally, scholarship that directly confronts the university as disabling institution accounts for complexity, but hinges on an ultimately utopian vision of the university as an exceptional, salvageable space, neglecting key mechanisms by which it continues to marginalise disabled people. We suggest that reaching a fuller understanding of the university as producing disability must involve moving away from this exceptionalism and toward dialogue with critiques of other institutions.
{"title":"‘Wellbeing’ and the production of disability in the university: Erasure, effacement and institutional exceptionalism","authors":"Vivienne Orchard, Eleanor K Jones","doi":"10.1177/17577438241239840","DOIUrl":"https://doi.org/10.1177/17577438241239840","url":null,"abstract":"This article uses ‘wellbeing’ as deployed within UK higher education as a starting point for examining the relationship between disability and the university. We explore various strands of scholarship that seek to critique wellbeing, universities, and/or connections between disability and these institutions. Work on ‘wellbeing’ identifies the harmful logics underpinning its political appropriation, but erases disability by declining to consider it as political experience. Critiques of the university efface disability by considering disablement only insofar as it affects the non-disabled, and reify ‘intellect’ as neutral entity and sole true purview of higher education. Work on the political economy of disability exposes crucial connections between disability and capitalism, and the role of economic and political institutions in upholding them, but relies on a distinction between worker and surplus that cannot reckon with institutional complexity. Finally, scholarship that directly confronts the university as disabling institution accounts for complexity, but hinges on an ultimately utopian vision of the university as an exceptional, salvageable space, neglecting key mechanisms by which it continues to marginalise disabled people. We suggest that reaching a fuller understanding of the university as producing disability must involve moving away from this exceptionalism and toward dialogue with critiques of other institutions.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"162 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140170078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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