Dismantling the Supercrip Prof

Theological Education and Faculty Accessibility

Dados Bibliográficos

ID22112259
AutoresNatalie Wigg-Stevenson (Emmanuel College, University of Toronto, Toronto, Canada), Natalie Wigg‐stevenson (University of Toronto, autor correspondente)
Ano2023
Volume27
Fascículo4
Páginas520-536
Data de publicação2023-10-02
Open AccessNão
TipoARTICLE
PeriódicoJournal of Disability & Religion (JOURNAL)
Identificadores do periódicoISSN: 2331-2521 • E-ISSN: 2331-253X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/23312521.2023.2270975
OpenAlexW4387907397
IdiomaEN
Citações recebidas1
Referências citadas13

Most research around neurodiversity in higher education focuses on students, with little attention paid to faculty. This essay deploys autoethnographic narratives to (a) ground anti-ableist pedagogy in decolonizing pedagogy; (b) argue that cognitive- and neuro-diversity among faculty should be valued similarly to—and in intersection with—other forms of diversity, (c) explore barriers to disclosure among disabled, chronically ill and neurodivergent faculty, and (d) call for a structural approach to anti-ableism in theological education that not only accommodates disabled, chronically ill and neurodivergent faculty needs, but also scales up those accommodations to create a workplace environment in which all faculty can flourish

Pedagogy · Sociology · Theology · Education, Philosophy, and Society · Family and Patient Care in Intensive Care Units · Higher Education Practises and Engagement · Philosophy · Psychology

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