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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Americans with Disability Act (ADA). (1990). Pub. L. No. 101-336, § 2, 104 Stat. 328 (2000).
Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31. https://doi.org/10.1080/13613324.2012.730511.
Baines, D. (Ed.). (2011). Doing anti-oppressive practice: Social justice social work (2nd ed.). Halifax: Fernwood.
Barnes, C. (2007). Disability, higher education and the inclusive society. British Journal of Sociology of Education, 28(1), 135–145.
Beckett, A. E. (2015). Anti-oppressive pedagogy and disability: Possibilities and challenges. Scandinavian Journal of Disability Research, 17(1), 76–94. https://doi.org/10.1080/15017419.2013.835278.
Brandes, G. M., & Kelly, D. M. (2003). Teaching for social justice: Teachers inquire into their practice. Educational Insights, 8(3), 1–7.
Caldwell, J. (2011). Disability identity of leaders in the self-advocacy movement. Intellectual and Developmental Disabilities, 49(5), 315–326.
Carniol, B. (2005). Case critical: Social services and social justice (5th ed.). Toronto: Between the Lines.
Cochran-Smith, M. (1999). Learning to teach for social justice. In G. A. Griffin (Ed.), The education of teachers: Ninety-eighth yearbook of the National Society for the study of education (Vol. 1, pp. 114–144). Chicago: The National Society for the Study of Education.
Cole, A. L., & Knowles, J. G. (2000). Researching teaching: Exploring teacher development through reflexive inquiry. Boston: Allyn and Bacon.
Connor, D. J. (2008). Urban narratives: Portraits-in-progress: Life at the intersections of learning disability, race, and social class. New York: Peter Lang.
Crenshaw, K. (1993). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241–1299.
Dalrymple, J., & Burke, B. (1995). Anti-oppressive practice: Social work care and law. Buckingham: Open University Press.
De Jong, G. (1979). Independent living: From social movement to analytic paradigm. Archives of Physical Medicine and Rehabilitation, 60, 435–446.
Dolmage, J. (2017). Academic ableism: Disability and higher education. Ann Arbor: University of Michigan Press.
Dominelli, L. (2002). Anti-oppressive social work theory and practice. London: Palgrave Macmillan.
Dominelli, L. (2010). Social work in a globalizing world. Malden: Polity Press.
Dossa, P. (2006). Disability, marginality and the nation-state - negotiating social markers of difference: Fahimeh’s story. Disability & Society, 21(4), 345–358.
Ellsworth, E. (1997). Teaching positions: Difference, pedagogy, and the power of address. New York: Teachers College Press.
Hadodo, R. & Lane, L. (2014). One Small Step – Using good practices to empower students with disability. Record Book of CIUD II International Congress of University and Disability, Madrid, Spain, 27-28 November 2014.
Hahn, H. (1985). Disability and rehabilitation policy. Washington, DC: Government Printing Office.
Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25–53. https://doi.org/10.3102/00346543070001025.
Lane, L. (2017). ‘Am I being heard?’ Hearing the ‘voice of’ disabled students in higher education. PILs Skriftsserie: Göteborgs universitet.
Lane, L., & Nagchoudhuri, M. (2015). Teachers’ attitudes toward students with disability in higher education. Quest in Education, 41(4), 12–22.
Lavalette, M. (2011). Social work in crisis, during crisis: Whose side are we on? Canadian Social Work Review, 28, 7–24.
Lee, B., Sammon, S., & Dumbrill, G. (Eds.). (2014). Glossary of terms for anti-oppressive perspectives on policy and practice (2nd ed.). Toronto: CommonAct Press.
Leslie, D. R., Leslie, K., & Murphy, M. (2003). Inclusion by design: The challenge for social work in workplace accommodation for people with disabilities. In W. Shera (Ed.), Emerging perspectives on anti-oppressive practice (pp. 157–170). Toronto: Canadian Scholars’ Press.
Mullaly, R. P. (2007). The new structural social work (3rd ed.). Don Mills: Oxford University Press.
Mullaly, R. P. (2010). Challenging oppression and confronting privilege: A critical social work approach. Oxford: Oxford University Press.
Oliver, M. (1996). Understanding disability: From theory to practice. Basingstoke: Macmillan.
Race, D., Boxall, K., & Carson, I. (2005). Towards a dialogue for practice: Reconciling social role valorization and the social model of disability. Disability and Society, 20(5), 507–521. https://doi.org/10.1080/09687590500156196.
Rao, S. (2004). Faculty attitudes and students with disabilities in higher education—A literature review. College Student Journal, 38(2), 191–198.
Rao, S., & Gartin, C. (2003). Attitudes of university faculty toward accommodations to students with disabilities. Journal for Vocational Special Needs Education, 25(2), 47–54.
Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Shakespeare, T. (1996). Disability, identity, and difference. In C. Barnes & G. Mercer (Eds.), Exploring the divide. Leeds: The Disability Press.
Swedish Discrimination Act. (2008). http://www.government.se/informationmaterial/2015/09/discrimination-act-2008567/. Accessed 24 May, 2019.
Tinklin, T., & Hall, J. (1999). Getting around obstacles: Disabled students’ experiences in higher education in Scotland. Studies in Higher Education, 24(2), 183–194.
Watson, N., Mckie, L., Hughes, B., Hopkins, D., & Gregory, S. (2004). (Inter)Dependence, needs and care: The potential for disability and feminist theorists to develop an emancipatory model. Sociology, 38(2), 331–350.
Watts, I. E., & Erevel1les, N. (2004). These deadly times: Reconceptualizing school violence by using critical Race theory and disability studies. American Educational Research Journal, 41(2), 271–299.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
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
Download citation
DOI: https://doi.org/10.1007/978-3-030-45874-4_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-45873-7
Online ISBN: 978-3-030-45874-4
eBook Packages: Social SciencesSocial Sciences (R0)