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Relational Pedagogies of Disability: Cognitive Accessibility in College Classrooms

  • Michelle Jarman
  • Valerie Thompson-EbanksEmail author
Chapter
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Part of the Critical Studies of Education book series (CSOE, volume 12)

Abstract

In Mad at School, Margaret Price explores many avenues for addressing issues of mental disability and access within critical pedagogy. Specifically, Price suggests that college instructors be mindful of the power dynamics embedded not only in formal assignments, tests, and lectures, but also of informal academic environments, in the “kairotic spaces” such as small-group, online, or class discussions; conference meetings between student and faculty; peer-review interactions; and informal gatherings. This chapter engages directly with Price’s call to think more critically about addressing mental health accessibility issues in formal and informal academic environments. Drawing upon qualitative interviews with students with learning, cognitive, neurological, and psychiatric disabilities, this chapter engages with specific barriers to participation, as well as strategies for success and insights for greater accessibility in higher education classrooms. Using student voices as a starting point, the authors draw upon universal design principles and disability studies pedagogy to map out relational approaches to teaching and learning.

Keywords

“Kairotic spaces” Postsecondary Mental health Accommodation Pedagogy 

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.University of WyomingLaramieUSA

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