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academics with disabilities, chronic illnesses and/or neurodivergences, but the nature of the topic clearly affected and interested that group of scholars the most. I know that every single delegate had one form of need or another. Second, and related to the fact that every delegate had disclosed some need, the conference was the first of its kind by way of accessibility and inclusion. The event was organised in such a way that delegates could participate in and contribute to within the halls of the conference setting, but also remotely from home. The organisation had
Introduction Academia is directed by policy and government legislation when managing students and, as such, the requirements of the Equality Act 2010 to meet the accessibility needs of disabled students are fulfilled. We can see, however, that even within society the inequalities and needs of individuals are not always met (Smith, 2017 ). Alongside this sits the discussion about the terminology we use and how that impacts on the social construct of disability. By exploring some of the historical perspectives and definitions that have emerged, and in
Introduction In this chapter, I reflect critically on my experiences of making my disability visible in teaching, through the process of asking students to engage in particular behaviours which improve the accessibility of my role as their lecturer. I use critical and feminist disability studies work to reflect on how this has been – and still is – a difficult, discomforting decision and process. I conclude with some reflective questions for disabled academics, and some recommendations. This is personal Before starting, I want to make clear that my
experiences of those with embodied differences, such as those with disability, chronic illness or neurodivergence. Embodiment The term embodiment is contested (Sheets-Johnstone, 2015 ), and part of the battle of using the word is the need to continuously define and determine what we mean by it. For some sociologists the idea of embodiment relates to how we perform our identity, the clothes we wear, whether we choose to have tattoos, piercings, or the way that we display to others how we choose to identify ourselves within society (Evans et al, 2004 ). When it comes
How is your institution enabling Black, Asian and minority ethnic staff and students to thrive? Is your institution effectively tackling racism?
Following the 2020 Black Lives Matter movement, the higher education sector has started making bold commitments to dismantling structural racism. However, big questions remain about how higher education can combat institutional racism and achieve real change.
This book disrupts the higher education sector through ambitious actions and collective, participatory and evidence-informed responses to racism. It offers a roadmap for senior leaders, staff and students to build strategies, programmes and interventions that effectively tackle racism.
Arising from current staff and recent student experiences, this book supports institutions driving equality, diversity, inclusion and intersectional programmes in higher education.
Over recent decades, national Higher Education sectors across the world have experienced a gradual process of marketisation.
This book offers a new interpretation on why and how marketisation has taken place within England. It explores distinct assumptions on the nature of graduate work and how the graduate labour market drives the argumentation for more market and choice. Demonstrating the flaws in these assumptions – which are based on an idealised relationship between Higher Education and high-skilled work – this book fills an important need by questioning the current rationale for further marketisation.
Robust university–industry partnerships are vital to achieve the 17 UN Sustainable Development Goals (SDGs) and create a better world for everyone.
Developing the theory and practice of the ‘5th Generation University’, this book shows how cross-sector collaboration and innovation are crucial to maximising the societal benefits of research, education and knowledge exchange, while also driving economic growth and productivity.
The authors bring extensive experience in working at the interface between academia, industry and government to demonstrate how universities can effectively combine transdisciplinary programmatic activities and strategic corporate philanthropy. They explain how long-term alliances can be forged to have a transformational impact on the greatest challenges facing our world such as climate change.
ePDF and ePUB available Open Access under CC-BY-NC-ND licence.
Amid debates about the future of both higher education and Europeanisation, this book is the first full-length exploration of how Europe’s 35 million students are understood by key social actors across different nations.
The various chapters compare and contrast conceptualisations in six nations, held by policymakers, higher education staff, media and students themselves. With an emphasis on students’ lived experiences, the authors provide new perspectives about how students are understood, and the extent to which European higher education is homogenising. They explore various prominent constructions of students – including as citizens, enthusiastic learners, future workers and objects of criticism.
In the greatest social change of the last twenty years about half of Europe’s young people now attend university. Their lived experiences are however largely undocumented.
Antonucci travelled across six cities and three European countries – England, Italy and Sweden – to provide the first ever comparison of the lives of university students across countries and socio-economic backgrounds. Contrasting students’ resources and backgrounds, this original work exposes the profound social effects of austerity and the financial crisis on young people.
Questionnaires and first person interviews reveal that, in contrast with what assumed by HE policies, participating in university exacerbates inequalities among young people. This work is a wake-up call for re-thinking the role of higher education in relation to social justice in European societies.
Despite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula.
What has worked? What hasn’t? What further visions do we need? How can we bring about a more democratic and just academic life for all?
Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to ‘doing diversity’ in the social sciences and humanities and decolonising higher education as a whole.
