TY  - BOOK
AU  - Acevedo,Sara M.
AU  - Aydos,Valéria
AU  - Ayling,Indigo
AU  - Balasubramanian,Harshadha
AU  - Black,Valerie
AU  - Bookman,Mark R.
AU  - Carew,Mark T.
AU  - Colligan,Sumi
AU  - Cupitt,Rebekah
AU  - Durban,Erin L.
AU  - Friedner,Michele
AU  - Groce,Nora Ellen
AU  - Koneczny,Nell A.
AU  - Modern,Julia
AU  - Modern,Julia K.
AU  - Olson,Krisjon
AU  - Rivas,Carol
AU  - Robinson,Kelly Fagan
AU  - Sauma,Julia F.
TI  - Inaccessible Access: Rethinking Disability Inclusion in Academic Knowledge Creation 
SN  - 9781978841482
AV  - LC4818.38 .I53 2025
U1  - 371.91 23/eng/20240511
PY  - 2024///]
CY  - New Brunswick, NJ
PB  - Rutgers University Press
KW  - Inclusive education
KW  - Knowledge, Sociology of
KW  - People with disabilities
KW  - Education (Higher)
KW  - School improvement programs
KW  - Universities and colleges
KW  - Aims and objectives
KW  - EDUCATION / General
KW  - bisacsh
KW  - academia, disability, inclusion, higher education, access, education, mental health, neurodiverse
N1  - Frontmatter --; Dedication --; Contents --; Preface --; Introduction --; 1. Blended Models and the Co- Construction of Hidden Disability in Higher Education Settings --; 2. Performing Normal: Deafness, Intersectionality, and Academic Exhaustion --; 3. Making Space for Chronicity: Financial and Administrative Barriers to PhD Study for People with Long-Term Health Conditions in the United Kingdom --; 4. Agency and Subjectification in the Management of People with Disabilities: Inclusion of a Young Man Diagnosed with Autism in the Labor Market --; 5. Against Frictionless Access to Fieldwork: An Ethnography of Audio Describing Virtual Reality --; 6. Video Meetings: Access and Disrupture --; 7. Access Killjoys: Join the Club --; Acknowledgments --; Notes on Contributors --; Index; restricted access
N2  - Inaccessible Access ethnographically addresses barriers to inclusion within knowledge-making. It focuses on the social, environmental, communicative, and epistemological barriers that people with disabilities confront and embody throughout the course of their learning and living and in the specific context of their higher education institutions and in research. It is presented by a neurodiverse, disabled, and non-cis cohort of authors, all of whom acknowledge a continuum of (in)access that is available to each contributor contingent on their inherent intersectionalities and alterities. The authors and editors of this book foreground the work that has yet to be done on recognizing the value of nonnormative ways of approaching, being in, and knowing research and higher education, particularly in cases where disablity-centered epistemologies are sidelined in confrontation with institutional norms, even within existing discourses concerning equality and alterity
UR  - https://www.degruyter.com/isbn/9781978841482
UR  - https://www.degruyter.com/document/cover/isbn/9781978841482/original
ER  -