Marking-out normalcy and disability in higher education

作者：Madriaga Manuel^*; Hanson Katie; Kay Helen; Walker Ann

来源：British Journal of Sociology of Education, 2011, 32(6): 901-920.

DOI：10.1080/01425692.2011.596380

• disability
• disabled students
• higher education
• normalcy
• socially just pedagogies

This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which heralds a non-disabled person without 'defects', or impairments, as the ideal norm. This article attempts to mark the pervasiveness of normalcy in higher education by presenting findings from a systematic experience survey of disabled students and non-disabled students within one higher education institution in the United Kingdom. The findings indicate that disabled students who have institutional disability support express more difficulties in their learning and assessment than students with no known disability. However, it was found that there was no significant difference in academic achievement between the two cohorts of students. In relation to the latter point, the evidence also shows that disabled students who do not receive institutional disability support underperform.

• 出版日期2011