Bathseba Opini
Biographic Data
| ID | 6590125 |
|---|---|
| NAME | Bathseba Opini |
| GIVEN NAMES | Bathseba |
| FAMILY NAME | Opini |
| SIGNATURE | OPINI B |
| AFFILIATIONS | University of British Columbia |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Disrupting Ableism
Call for Submissions for the Winter 2026 (Volume 17, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled Disrupting Ableism: Education with, by and for Learners with Disability as Equity and Social Justice Education with Guest Editors Bathseba Opini, Erica Neeganagwedgin and Ali Abdi. This Call for Submissions is Closed
Disrupting Ableism
Call for Submissions for the Winter 2026 (Volume 17, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled "Disrupting Ableism: Education with, by and for Learners with Disability as Equity and Social Justice Education" with Guest Editors Bathsheba Opini, Erica Neeganagwedgin and Ali Abdi
Disrupting Ableism
Call for Submissions for the Winter 2026 (Volume 17, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled Disrupting Ableism: Education with, by and for Learners with Disability as Equity and Social Justice Education with Guest Editors Bathseba Opini, Erica Neeganagwedgin and Ali Abdi
Decolonial Thoughts, Lands, and Indigenous Languages
Like many other scholars and students around the world, I have also immensely benefited and learned from Ngugi's work, both in my growing
Black Graduate Students' Mentorship Experiences at a University in Western Canada
This discussion examines the mentoring experiences of Black graduate students enrolled in a Faculty of Education at a university located in western Canada between the years 2010 and 2020. The students were pursuing masters’ and doctoral degrees and were asked to reflect on the mentorship and support that they received during the course of their graduate programs. Drawing from critical and interdisciplinary perspectives about Blackness, the paper …
The Perils and Strains of Teaching Race and Racism to Predominantly White Teacher Candidates
This paper examines the overt and covert racism Black professors experience within the context of mainstream university teacher education programs. Informed by literature from Canadian sources and the authors’ personal experiences, the paper challenges the perception that Canadian postsecondary teacher education is amenable to honest, open and civil debates regarding racism. The common view of Canada as an inclusive and welcoming society needs re…
University gatekeepers’ use of the rhetoric of citizenship to relegate the status of students with disabilities in Canada
Despite affirmation that students with disabilities should have equal access to education, individuals with disabilities are still not participating to the same degree as individuals without disabilities, particularly within postsecondary institutions. Students in Health and Human Service (HHS) programs experience many unique challenges and disadvantages. In-depth focus groups and interviews were conducted with 14 university stakeholders in HHS p…
Walking the talk
This paper is a conversation about growing an inclusive field of disability studies. The paper draws on data collected through an analysis of existing disability studies programmes in selected Canadian universities. The paper makes a case for including diverse perspectives, experiences, viewpoints, and voices in these programmes. In this work, I call for an interrogation of the normativity in the field of disability studies and for critical refle…
The legitimization process of students with disabilities in Health and Human Service educational programs in Canada
Policy-makers have articulated the right to education for individuals with disabilities. Nevertheless, students with disabilities remain underrepresented in universities. Students in Health and Human Service (HHS) programs experience many unique challenges that disadvantage them, such as having to complete practicums. In-depth interviews were conducted with 12 students in HHS programs who identified as having a disability to explore the challenge…
Examining the motivations of women students with disabilities' participation in university education in Kenya
This paper discusses factors that influence women with disabilities in Kenya to pursue a university education. The paper draws on findings from a larger research project that studied the experiences of women students with disabilities in Kenyan universities. Findings show that the need to become economically independent, the desire to become a ‘somebody’, and the determination to challenge their subjugated position in society, with a view to risi…
A review of the participation of disabled persons in the labour force
This paper presents a review of the challenges that disabled people experience in participating in the Kenyan labour market. It draws on existing literature and on a narrative of the experiences of one disabled academic in a Kenyan university to highlight some of the forms of discrimination that disabled people have to cope with in their workplaces. The goal is to further our understanding of the nature of barriers that disabled people face in th…
Strengths and limitations of Ontario post‐secondary education accessibility plans
This paper examines the strengths and limitations of the Ontarians with Disabilities Act (ODA) accessibility plan prepared by one post‐secondary education institution in Ontario, Canada, during the 2004/05 academic year. The paper focuses on ways the intersectionality between disability and gender is not voiced in the plan and its implications for female students with disabilities in post‐secondary educational institutions. It is argued that futu…
After Shock
This anthology, a feminist standpoint on the 9/11 terrorist attacks, engagescritical feminist voices to counteract the United States’ specious justificationsof hatred, violence, and vengeance against Afghanistan and Muslimsin general following the tragedy. The authors relate the preeminence andpolitics of the West to violence in the Middle East, parts of Asia, Africa, andSouth and Central America. Their objective is to deconstruct the hypocrisyen…
The legitimization process of students with disabilities in Health and Human Service educational programs in Canada
Policy-makers have articulated the right to education for individuals with disabilities. Nevertheless, students with disabilities remain underrepresented in universities. Students in Health and Human Service (HHS) programs experience many unique challenges that disadvantage them, such as having to complete practicums. In-depth interviews were conducted with 12 students in HHS programs who identified as having a disability to explore the challenge…
University gatekeepers’ use of the rhetoric of citizenship to relegate the status of students with disabilities in Canada
Despite affirmation that students with disabilities should have equal access to education, individuals with disabilities are still not participating to the same degree as individuals without disabilities, particularly within postsecondary institutions. Students in Health and Human Service (HHS) programs experience many unique challenges and disadvantages. In-depth focus groups and interviews were conducted with 14 university stakeholders in HHS p…
After Shock
This anthology, a feminist standpoint on the 9/11 terrorist attacks, engagescritical feminist voices to counteract the United States’ specious justificationsof hatred, violence, and vengeance against Afghanistan and Muslimsin general following the tragedy. The authors relate the preeminence andpolitics of the West to violence in the Middle East, parts of Asia, Africa, andSouth and Central America. Their objective is to deconstruct the hypocrisyen…
Strengths and limitations of Ontario post‐secondary education accessibility plans
This paper examines the strengths and limitations of the Ontarians with Disabilities Act (ODA) accessibility plan prepared by one post‐secondary education institution in Ontario, Canada, during the 2004/05 academic year. The paper focuses on ways the intersectionality between disability and gender is not voiced in the plan and its implications for female students with disabilities in post‐secondary educational institutions. It is argued that futu…
A review of the participation of disabled persons in the labour force
This paper presents a review of the challenges that disabled people experience in participating in the Kenyan labour market. It draws on existing literature and on a narrative of the experiences of one disabled academic in a Kenyan university to highlight some of the forms of discrimination that disabled people have to cope with in their workplaces. The goal is to further our understanding of the nature of barriers that disabled people face in th…
Examining the motivations of women students with disabilities' participation in university education in Kenya
This paper discusses factors that influence women with disabilities in Kenya to pursue a university education. The paper draws on findings from a larger research project that studied the experiences of women students with disabilities in Kenyan universities. Findings show that the need to become economically independent, the desire to become a ‘somebody’, and the determination to challenge their subjugated position in society, with a view to risi…
Walking the talk
This paper is a conversation about growing an inclusive field of disability studies. The paper draws on data collected through an analysis of existing disability studies programmes in selected Canadian universities. The paper makes a case for including diverse perspectives, experiences, viewpoints, and voices in these programmes. In this work, I call for an interrogation of the normativity in the field of disability studies and for critical refle…
The legitimization process of students with disabilities in Health and Human Service educational programs in Canada
Policy-makers have articulated the right to education for individuals with disabilities. Nevertheless, students with disabilities remain underrepresented in universities. Students in Health and Human Service (HHS) programs experience many unique challenges that disadvantage them, such as having to complete practicums. In-depth interviews were conducted with 12 students in HHS programs who identified as having a disability to explore the challenge…
University gatekeepers’ use of the rhetoric of citizenship to relegate the status of students with disabilities in Canada
Despite affirmation that students with disabilities should have equal access to education, individuals with disabilities are still not participating to the same degree as individuals without disabilities, particularly within postsecondary institutions. Students in Health and Human Service (HHS) programs experience many unique challenges and disadvantages. In-depth focus groups and interviews were conducted with 14 university stakeholders in HHS p…
Black Graduate Students' Mentorship Experiences at a University in Western Canada
This discussion examines the mentoring experiences of Black graduate students enrolled in a Faculty of Education at a university located in western Canada between the years 2010 and 2020. The students were pursuing masters’ and doctoral degrees and were asked to reflect on the mentorship and support that they received during the course of their graduate programs. Drawing from critical and interdisciplinary perspectives about Blackness, the paper …
The Perils and Strains of Teaching Race and Racism to Predominantly White Teacher Candidates
This paper examines the overt and covert racism Black professors experience within the context of mainstream university teacher education programs. Informed by literature from Canadian sources and the authors’ personal experiences, the paper challenges the perception that Canadian postsecondary teacher education is amenable to honest, open and civil debates regarding racism. The common view of Canada as an inclusive and welcoming society needs re…
Disrupting Ableism
Call for Submissions for the Winter 2026 (Volume 17, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled "Disrupting Ableism: Education with, by and for Learners with Disability as Equity and Social Justice Education" with Guest Editors Bathsheba Opini, Erica Neeganagwedgin and Ali Abdi
Disrupting Ableism
Call for Submissions for the Winter 2026 (Volume 17, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled Disrupting Ableism: Education with, by and for Learners with Disability as Equity and Social Justice Education with Guest Editors Bathseba Opini, Erica Neeganagwedgin and Ali Abdi
Decolonial Thoughts, Lands, and Indigenous Languages
Like many other scholars and students around the world, I have also immensely benefited and learned from Ngugi's work, both in my growing
Disrupting Ableism
Call for Submissions for the Winter 2026 (Volume 17, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled Disrupting Ableism: Education with, by and for Learners with Disability as Equity and Social Justice Education with Guest Editors Bathseba Opini, Erica Neeganagwedgin and Ali Abdi. This Call for Submissions is Closed
Political science (9 works) · Sociology (9 works) · Gender Studies (7 works) · Disability Education and Employment (6 works) · Disability Rights and Representation (6 works) · Law (6 works) · Pedagogy (6 works) · Gender Studies (4 works) · Law (4 works) · Psychology (4 works)