Disability is a widespread phenomenon, indeed a potentially universal one as life expectancies ri... more Disability is a widespread phenomenon, indeed a potentially universal one as life expectancies rise. Within the academic world, it has relevance for all disciplines yet is often dismissed as a niche market or someone else’s domain. This collection explores how academic avoidance of disability studies and disability theory is indicative of social prejudice and highlights, conversely, how the academy can and does engage with disability studies.
This innovative book brings together work in the humanities and the social sciences, and draws on the riches of cultural diversity to challenge institutional and disciplinary avoidance. Divided into three parts, the first looks at how educational institutions and systems implicitly uphold double standards, which can result in negative experiences for staff and students who are disabled. The second part explores how disability studies informs and improves a number of academic disciplines, from social work to performance arts. The final part shows how more diverse cultural engagement offers a way forward for the academy, demonstrating ways in which we can make more explicit the interdisciplinary significance of disability studies – and, by extension, disability theory, activism, experience, and culture.
Disability, Avoidance and the Academy: Challenging Resistance will interest students and scholars of disability studies, education studies and cultural studies.
A fogyatékos tanulók számára a többségi oktatás magányos küzdelem – állítják az érintettek. Minde... more A fogyatékos tanulók számára a többségi oktatás magányos küzdelem – állítják az érintettek. Mindez a múlt, vagy érvényes ma is, amikor az inkluzív szemlélet hódít világszerte? Vagy ma még igazabb, mint korábban? Hogyan vélekednek erről maguk a fogyatékossággal élő személyek? Írásunk két fogyatékossággal élő amerikai egyetemi tanár tapasztalatai nyomán vizsgálja a befogadást, fedi fel a sztereotípiákat és mutat példát arra, hogyan tanítható a diverzitás elfogadása, tisztelete, hogy könnyebb legyen a ma még „magányos küzdelem.”
Several studies conducted in the recent past reveal that a large number of Hungarian mainstream t... more Several studies conducted in the recent past reveal that a large number of Hungarian mainstream teachers say they are unable and unprepared to deal with disabled students in the classroom. This paper aims to examine what the reasons for the above situation might be. In order to gain deeper insight into teachers’ uncertainty, we listen to students’ voices. As insider researchers, having visual impairments ourselves, we also take a look into the present outcomes of an ongoing research where we examine visually impaired secondary school and university students’ narratives, Facebook posts and interviews, so that we can understand how students experience mainstreaming and inclusion. As opposed to the Facebook group, where students actively discuss their problems, in the research secondary school students were silent. Only university students’ voices could be heard. This passive attitude provokes numerous questions: What makes them silent? Is it the loneliness of mainstreaming? Are they t...
Disability is a widespread phenomenon, indeed a potentially universal one as life expectancies ri... more Disability is a widespread phenomenon, indeed a potentially universal one as life expectancies rise. Within the academic world, it has relevance for all disciplines yet is often dismissed as a niche market or someone else’s domain. This collection explores how academic avoidance of disability studies and disability theory is indicative of social prejudice and highlights, conversely, how the academy can and does engage with disability studies.
This innovative book brings together work in the humanities and the social sciences, and draws on the riches of cultural diversity to challenge institutional and disciplinary avoidance. Divided into three parts, the first looks at how educational institutions and systems implicitly uphold double standards, which can result in negative experiences for staff and students who are disabled. The second part explores how disability studies informs and improves a number of academic disciplines, from social work to performance arts. The final part shows how more diverse cultural engagement offers a way forward for the academy, demonstrating ways in which we can make more explicit the interdisciplinary significance of disability studies – and, by extension, disability theory, activism, experience, and culture.
Disability, Avoidance and the Academy: Challenging Resistance will interest students and scholars of disability studies, education studies and cultural studies.
A fogyatékos tanulók számára a többségi oktatás magányos küzdelem – állítják az érintettek. Minde... more A fogyatékos tanulók számára a többségi oktatás magányos küzdelem – állítják az érintettek. Mindez a múlt, vagy érvényes ma is, amikor az inkluzív szemlélet hódít világszerte? Vagy ma még igazabb, mint korábban? Hogyan vélekednek erről maguk a fogyatékossággal élő személyek? Írásunk két fogyatékossággal élő amerikai egyetemi tanár tapasztalatai nyomán vizsgálja a befogadást, fedi fel a sztereotípiákat és mutat példát arra, hogyan tanítható a diverzitás elfogadása, tisztelete, hogy könnyebb legyen a ma még „magányos küzdelem.”
Several studies conducted in the recent past reveal that a large number of Hungarian mainstream t... more Several studies conducted in the recent past reveal that a large number of Hungarian mainstream teachers say they are unable and unprepared to deal with disabled students in the classroom. This paper aims to examine what the reasons for the above situation might be. In order to gain deeper insight into teachers’ uncertainty, we listen to students’ voices. As insider researchers, having visual impairments ourselves, we also take a look into the present outcomes of an ongoing research where we examine visually impaired secondary school and university students’ narratives, Facebook posts and interviews, so that we can understand how students experience mainstreaming and inclusion. As opposed to the Facebook group, where students actively discuss their problems, in the research secondary school students were silent. Only university students’ voices could be heard. This passive attitude provokes numerous questions: What makes them silent? Is it the loneliness of mainstreaming? Are they t...
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Books by Maria Flamich
This innovative book brings together work in the humanities and the social sciences, and draws on the riches of cultural diversity to challenge institutional and disciplinary avoidance. Divided into three parts, the first looks at how educational institutions and systems implicitly uphold double standards, which can result in negative experiences for staff and students who are disabled. The second part explores how disability studies informs and improves a number of academic disciplines, from social work to performance arts. The final part shows how more diverse cultural engagement offers a way forward for the academy, demonstrating ways in which we can make more explicit the interdisciplinary significance of disability studies – and, by extension, disability theory, activism, experience, and culture.
Disability, Avoidance and the Academy: Challenging Resistance will interest students and scholars of disability studies, education studies and cultural studies.
More Info: https://www.facebook.com/DisabilityAvoidanceandtheAcademy/?fref=ts
Papers by Maria Flamich
This innovative book brings together work in the humanities and the social sciences, and draws on the riches of cultural diversity to challenge institutional and disciplinary avoidance. Divided into three parts, the first looks at how educational institutions and systems implicitly uphold double standards, which can result in negative experiences for staff and students who are disabled. The second part explores how disability studies informs and improves a number of academic disciplines, from social work to performance arts. The final part shows how more diverse cultural engagement offers a way forward for the academy, demonstrating ways in which we can make more explicit the interdisciplinary significance of disability studies – and, by extension, disability theory, activism, experience, and culture.
Disability, Avoidance and the Academy: Challenging Resistance will interest students and scholars of disability studies, education studies and cultural studies.
More Info: https://www.facebook.com/DisabilityAvoidanceandtheAcademy/?fref=ts