Processes Empowering Disabled Students in the Co-Production of Inclusive Higher Education
Bibliographic Data
| ID | 13026366 |
|---|---|
| Authors | Anita Blakstad Bjørnerås (0000-0002-0232-1305, Norwegian University of Science and Technology, corresponding author), Eli Langørgen (0000-0002-9468-9261, Norwegian University of Science and Technology), Aud Elisabeth Witsø (0000-0001-9437-4908, Norwegian University of Science and Technology), Lisbeth Kvam (0000-0002-8801-9368, Norwegian University of Science and Technology), Clodagh Nolan (0000-0002-0014-2004, Trinity College Dublin), Ann-Elén Leithaug (0000-0003-0000-2420, Norwegian University of Science and Technology), Sissel Horghagen (0000-0003-1514-3445, Norwegian University of Science and Technology) |
| Year | 2024 |
| Volume | 13 |
| Issue | 7 |
| Pages | 345-345 |
| Publication date | 2024-06-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci13070345 |
| OpenAlex | W4400198965 |
| Language | EN |
| Citations received | 3 |
| References cited | 34 |
Although education is supposed to be an empowering process, some students experience the opposite. Disabled university students face multiple discriminating mechanisms during their studies, indicating that they are out of place. This study explores a participatory action research (PAR) study where 11 disabled students collaborated with university staff in planning and implementing measures to promote inclusion at a Norwegian university. The study aims to contribute knowledge of the processes empowering disabled students during co-production of inclusive higher education. Qualitative data were collected during the PAR study from January 2021 to March 2022 including audio recordings from workshops, reflection meetings and a group discussion, field notes from observing students in action as well as the students’ reflections notes and notes from shared analysis and shared writing. A reflexive thematic analysis resulted in the generation of four processes that were believed to support student empowerment: being united with inclusive faculty allies, belonging in a student fellowship, identifying an injustice, and experiencing meaning and change. This study indicates ways to strengthen the universities’ capacities to work towards inclusion, social change, and justice
Action research · Empowerment · Higher education · Inclusion (mineral · Meaning (existential · Participatory action research · Pedagogy · Political science · Qualitative research · Social science · Sociology · Thematic analysis · Disability Education and Employment · Disability Rights and Representation · Inclusion and Disability in Education and Sport · Psychology · Social Psychology
Co-Production and Co-Creation
Handbook of Community Psychology
Academic Ableism
Thematic Analysis
Assessment for Inclusion
Creating a more inclusive environment for students with disabilities
Sustainable Development Report 2021
Reflecting on reflexive thematic analysis
The transition to employment
Involving citizens’ occupation-based knowledge in public health planning
University student perspectives on institutional non-disclosure of disability and learning challenges
Nothing about us without us! A Palar approach to improving inclusion in a Zimbabwean College of Education
Aiming for inclusion
Governing ‘the disabled assessee’
Balancing attendance and disclosure
Disabled student ambassadors promote inclusion in Norwegian higher education
Towards an Affirmation Model of Disability
Participatory action research
Terms of empowerment/exemplars of prevention
Inclusive Teaching in Higher Education
The social constructionist movement in modern psychology
In praise of paradox
Power Relations in Qualitative Research
Supporting the development of students with disabilities in higher education
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |