Understanding (in)accessible education: exploring the factors that promote and/or deter equitableteaching and learning
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[1] McMaster University
McMaster University
Canadá
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- Localización: Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen / Universidad del País Vasco - Euskal Herriko Unibertsitatea (aut.), 2019, ISBN 978-84-1319-033-4, págs. 755-759
- Idioma: inglés
- Enlaces
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Resumen
While attention to accessible teaching has grown considerably in recent years, evidence suggeststhat disabled students continue to experience a range of exclusions and barriers within postsecondarycontexts (Marquis et al., 2016; Hughes, Corcoran & Slee, 2016). Further attention to addressing suchentrenched inequities is thus required. Complementing a wide body of research that explores therelative accessibility of learning contexts and/or evaluates the efficacy of particular interventionsaimed at supporting accessible teaching (e.g., Everett & Oswald, 2018; Madriaga et al., 2010), this studyinvestigates contextual, conceptual, and individual factors that mediate change in teaching practicesrelating to accessibility for disabled students. In particular, we focus here on what motivates—and/ordemotivates—instructors to teach in accessible ways.Data of relevance to this question were drawn from focus groups and interviews with instructors(n=11) and teaching assistants (n=16) at a mid-sized, research-intensive Canadian university.Preliminary findings point toward a range of factors that encourage or discourage accessible teaching,including departmental, disciplinary, and institutional cultures; varying orientations to accessibility;significant encounters that influence teaching practice; and instructor affective experiences. Consideringthese findings, we argue for further attention within discussions of accessible teaching to the multipleand complex nature of motivation, including its socio-cultural components and its relation to (sociallyinfluenced) emotional experiences.
