More than tolerance: a call to shiFt the ableist academy towards equity

Cain, Melissa and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663 (2021) More than tolerance: a call to shiFt the ableist academy towards equity. In: Reimagining the Academy: ShiFting Towards Kindness, Connection, and an Ethics of Care. Springer Nature, Cham, Switzerland, pp. 119-134. ISBN 978-3-030-75858-5


Abstract

A career in academia requires long days teaching, marking, and preparing content, and nights answering emails, researching, and connecting with online students. Amongst this intense schedule, there must, however, be time for attention to a partner, children, and friends, and ideally recreation and self-care. Sometimes this is manageable, but how do female academics cope when they add to this mix, the mothering of a child or children with disability? This chapter relates the stories of the authors straddling the worlds of academia and disability to negotiate an unexpected journey, balancing the unpredictable nature of disability and the sometimes unforgiving expectations of the university. These intersecting autoethnographies highlight that the Academy requires not just a shiFt, but a shove into the realities of ableism.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published version in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 23 Nov 2021 23:49
Last Modified: 13 Jun 2022 13:30
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390411 Special education and disability
Identification Number or DOI: https://doi.org/10.1007/978-3-030-75859-2
URI: http://eprints.usq.edu.au/id/eprint/45291

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