Learning by doing it wrong
An autoethnography inviting critical reflection of lecturers’ disability awareness
Bibliographic Data
| ID | 21691368 |
|---|---|
| Authors | Rannveig Beito Svendby (0000-0003-3970-1587, OsloMet – Oslo Metropolitan University, corresponding author), Rannveig Svendby (OsloMet – Oslo Metropolitan University) |
| Year | 2021 |
| Volume | 26 |
| Issue | 4 |
| Pages | 636-643 |
| Publication date | 2021-05-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1356-2517 • E-ISSN: 1470-1294 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13562517.2021.1872528 |
| OpenAlex | W3120344652 |
| Language | EN |
| Citations received | 7 |
| References cited | 15 |
Unawareness of student diversity among lecturers in higher education remains a barrier for some students’ opportunities to participate in educational settings. In this autoethnography, cultural unawareness of diversity in regards of disabilities, is the practice under inquiry. This piece elucidates my personal journey towards increased disability awareness and a more inclusive teaching practice. The aim is to offer my story as a pedagogical tool to prompt self-reflection. You are invited to connect with my story through your own experiences and partake in a critical reflection on diversity awareness and – for those of you who teach – on ways in which you create an inclusive or excluding learning environment for disabled students in your courses
Autoethnography · Critical reflection · Developmental psychology · Higher education · Learning disability · Pedagogy · Social science · Sociology · Collaborative Teaching and Inclusion · Disability Education and Employment · Disability Rights and Representation · Psychology
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Bringing everyone on the same journey
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A qualitative study of the lived experiences of disabled post-transition students in higher education institutions in Northern Ireland
Revelatory moments in fieldwork
| Citations per year | 1.75 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |