Estelle Swart
Biographic Data
| ID | 3887569 |
|---|---|
| NAME | Estelle Swart |
| GIVEN NAMES | Estelle |
| FAMILY NAME | Swart |
| SIGNATURE | SWART E |
| AFFILIATIONS | Stellenbosch University |
| ORCID | 0000-0003-3610-4461 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Learning Experiences of Students Who Are Hard of Hearing in Higher Education
Students who are hard of hearing (HOH) are being granted access to university increasingly, yet they remain significantly under-represented and under-supported, often resulting in poor academic outcomes with elevated levels of attrition. This situation places a growing obligation on universities to improve the support provided to these students in order to have a positive influence on their overall academic experience and eventual economic indepe…
Students with hearing impairment at a South African university
It is crucially important for academic, support and administrative staff to be aware of both the assumed 'hearing' identity and therefore subsequent non-disclosure practices of students with a hearing impairment using the oral method of communication. Universities need to put measures in place to encourage students to voluntarily disclose their hearing impairment in order to provide more targeted teaching and learning support. This could lead to …
Increasing access into higher education
This article provides some insights into the challenges regarding inclusion in higher education of students with disabilities. It does this by elucidating aspects of the proceedings of the Education Commission at the African Network on Evidence-to-Action on Disability (AfriNEAD) Symposium, which took place in Zimbabwe in November 2011. The presentations specifically focused on the education of people with disabilities from early childhood through…
In Their Own Voices
Individuals with disabilities continue to experience exclusion from mainstream contexts amid stereotypical constructions of disability as an inferior status. To address these inequities, we contend that the ramifications for both theory and praxis in disability research rests heavily on the way in which disability is theorized. In this article, we draw on the findings of a narrative inquiry as a context to frame an alternative theoretical model f…
An Ethic of Care in Participatory Research in School Community Settings
We explored the manifestation and development of an ethic of care in school communities using a variety of participatory research methods. The qualitative data from this ethnographic case study were analysed using constructivist grounded theory. Our findings suggest that an ethic of care in participatory research entails collaborating as equal partners, a continuous process of accessing, relationship-building and mutual enabling (CARE). Our resea…
Access to education in Africa
Article 24 of the United Nations Convention on the Rights of Persons with Disabilities mandates that disabled people should have full rights to education in inclusive settings. However, to ensure that educational polices and settings are designed to meet this criterion seems challenging to African countries that have ratified this Convention. This article arises from the 2nd African Network of Evidence-to-Action on Disability Symposium. This flui…
When all the school became a stage
This article gives an ethnographic glimpse of how an urban South African school mirrored a community’s sense‐making during times of rapid social change. The glimpse is extracted largely from an ethnography that was composed in 2000. In this study of school life, the biennial play was central to the year’s activities. In the play the tone, content and style reflected a performance of the discourse of the school community – a discourse of fear and …
Access to education in Africa
Article 24 of the United Nations Convention on the Rights of Persons with Disabilities mandates that disabled people should have full rights to education in inclusive settings. However, to ensure that educational polices and settings are designed to meet this criterion seems challenging to African countries that have ratified this Convention. This article arises from the 2nd African Network of Evidence-to-Action on Disability Symposium. This flui…
In Their Own Voices
Individuals with disabilities continue to experience exclusion from mainstream contexts amid stereotypical constructions of disability as an inferior status. To address these inequities, we contend that the ramifications for both theory and praxis in disability research rests heavily on the way in which disability is theorized. In this article, we draw on the findings of a narrative inquiry as a context to frame an alternative theoretical model f…
When all the school became a stage
This article gives an ethnographic glimpse of how an urban South African school mirrored a community’s sense‐making during times of rapid social change. The glimpse is extracted largely from an ethnography that was composed in 2000. In this study of school life, the biennial play was central to the year’s activities. In the play the tone, content and style reflected a performance of the discourse of the school community – a discourse of fear and …
When all the school became a stage
This article gives an ethnographic glimpse of how an urban South African school mirrored a community’s sense‐making during times of rapid social change. The glimpse is extracted largely from an ethnography that was composed in 2000. In this study of school life, the biennial play was central to the year’s activities. In the play the tone, content and style reflected a performance of the discourse of the school community – a discourse of fear and …
An Ethic of Care in Participatory Research in School Community Settings
We explored the manifestation and development of an ethic of care in school communities using a variety of participatory research methods. The qualitative data from this ethnographic case study were analysed using constructivist grounded theory. Our findings suggest that an ethic of care in participatory research entails collaborating as equal partners, a continuous process of accessing, relationship-building and mutual enabling (CARE). Our resea…
Access to education in Africa
Article 24 of the United Nations Convention on the Rights of Persons with Disabilities mandates that disabled people should have full rights to education in inclusive settings. However, to ensure that educational polices and settings are designed to meet this criterion seems challenging to African countries that have ratified this Convention. This article arises from the 2nd African Network of Evidence-to-Action on Disability Symposium. This flui…
Increasing access into higher education
This article provides some insights into the challenges regarding inclusion in higher education of students with disabilities. It does this by elucidating aspects of the proceedings of the Education Commission at the African Network on Evidence-to-Action on Disability (AfriNEAD) Symposium, which took place in Zimbabwe in November 2011. The presentations specifically focused on the education of people with disabilities from early childhood through…
In Their Own Voices
Individuals with disabilities continue to experience exclusion from mainstream contexts amid stereotypical constructions of disability as an inferior status. To address these inequities, we contend that the ramifications for both theory and praxis in disability research rests heavily on the way in which disability is theorized. In this article, we draw on the findings of a narrative inquiry as a context to frame an alternative theoretical model f…
Students with hearing impairment at a South African university
It is crucially important for academic, support and administrative staff to be aware of both the assumed 'hearing' identity and therefore subsequent non-disclosure practices of students with a hearing impairment using the oral method of communication. Universities need to put measures in place to encourage students to voluntarily disclose their hearing impairment in order to provide more targeted teaching and learning support. This could lead to …
Learning Experiences of Students Who Are Hard of Hearing in Higher Education
Students who are hard of hearing (HOH) are being granted access to university increasingly, yet they remain significantly under-represented and under-supported, often resulting in poor academic outcomes with elevated levels of attrition. This situation places a growing obligation on universities to improve the support provided to these students in order to have a positive influence on their overall academic experience and eventual economic indepe…
Sociology (7 works) · Psychology (6 works) · Political science (5 works) · Disability Education and Employment (4 works) · Pedagogy (4 works) · Disability Rights and Representation (3 works) · Law (3 works) · Law (3 works) · Medical education (3 works) · Medicine (3 works)