Library Catalog
Amazon cover image
Image from Amazon.com

Inaccessible Access : Rethinking Disability Inclusion in Academic Knowledge Creation / ed. by Nora Ellen Groce, Mark T. Carew, Kelly Fagan Robinson.

Contributor(s): Material type: TextTextPublisher: New Brunswick, NJ : Rutgers University Press, [2024]Copyright date: 2024Description: 1 online resource (206 p.) : 8 color and 3 B-W imagesContent type:
Media type:
Carrier type:
ISBN:
  • 9781978841482
Subject(s): DDC classification:
  • 371.91 23/eng/20240511
LOC classification:
  • LC4818.38 .I53 2025
Other classification:
  • online - DeGruyter
Online resources:
Contents:
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
Summary: 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781978841482

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 online access with authorization star

http://purl.org/coar/access_right/c_16ec

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.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 20. Nov 2024)