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Troubles Online

Online education is often heralded as a solution for accessibility to higher education; however, ableism thrives online. In this timely collection, contributors aim to trouble what online teaching looks like and think critically about how disability is addressed in online classrooms. Through narrati...

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Guardat en:
Format: Online
Idioma:anglès
Publicat: Athabasca University Press 2025
Matèries:
online education, distance education, education, ableism, accessibility, higher education, post-secondary, inclusion, inclusivity, virtual education, hybrid, hybrid learning, pedagogy, teaching online, disability, disability studies, online classroom, crip studies, accessible teaching, accessible learning, social justice, distance learning
thema EDItEUR::J Society and Social Sciences::JN Education::JNS Teaching of students with different educational needs
thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion
thema EDItEUR::J Society and Social Sciences::JN Education::JNQ Open learning, distance education
Accés en línia:https://directory.doabooks.org/handle/20.500.12854/170030
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Sumari:Online education is often heralded as a solution for accessibility to higher education; however, ableism thrives online. In this timely collection, contributors aim to trouble what online teaching looks like and think critically about how disability is addressed in online classrooms. Through narratives, poetry, interviews, and scholarly analysis, they reflect on disabled, mad, sick, and crip online pedagogy and highlight the possibilities of expanding critical standards for accessible teaching and learning. Necessarily interdisciplinary, this collection retheorizes the classroom around a justice-based approach to online pedagogy and challenges the assumptions we have around universal design. Refusing to position access as an afterthought, this collection troubles our engagement with online accessibility in uncertain and evolving times.

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