Abstract
“I am not a social worker.” I found myself saying that a lot as I explained to social work students what my role was in their educational programme. I had no social work experience, and as an economic historian teaching primarily courses related to social policy, I was under no illusions. Students did not expect me to be interested in “real social work”. Although grateful that my nearly 20 years as a municipal employee working in various social service-related departments provided me with experiences and examples useful in my teaching, I was satisfied with my role of standing on the sideline of social work – to teach, but not become involved. This changed when I became coordinator for a small European Union-financed project focusing on the needs of students with disabilities in higher education. European Action on Disability in Higher Education (EADHE), as the project was formally named, aimed to map the needs of students with disabilities studying at institutions of higher education, identify and evaluate their needs and experiences of teaching, learning and assessment, with a view to making recommendations to improve institutional practices. We were a consortium of five countries with very little money aiming to gain an understanding of these complex issues in just two years between 2012 and 2014. During the lifetime of the project, two other countries, India and Poland, joined us as associated members.
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Lane, L. (2020). Adopting an Anti-oppressive Approach to Inclusive Teaching. In: Lane, L., Wallengren-Lynch, M. (eds) Narratives of Social Work Practice and Education in Sweden. Springer, Cham. https://doi.org/10.1007/978-3-030-45874-4_11
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