Neoliberal Methods of Disqualification: A Critical Examination of Disability-Related Education Funding in Canada

Autor/inn/en	Shanouda, Fady; Spagnuolo, Natalie
Titel	Neoliberal Methods of Disqualification: A Critical Examination of Disability-Related Education Funding in Canada
Quelle	In: Journal of Education Policy, 36 (2021) 4, S.530-556 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1712741
Schlagwörter	Foreign Countries; College Students; Students with Disabilities; Educational Finance; Postsecondary Education; Student Financial Aid; Eligibility; Financial Aid Applicants; Neoliberalism; Critical Theory; Discourse Analysis; Disqualification; Access to Education; Barriers; Canada + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsfonds; Post-secondary education; Tertiäre Bildung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Eignung; Antragsteller; Neo-liberalism; Neoliberalismus; Kritische Theorie; Diskursanalyse; Dequalifizierung; Education; Access; Bildung; Zugang; Bildungszugang; Kanada
Abstract	Funding for post-secondary students with disabilities in Canada is an under-studied yet pressing policy issue that affects up to 15% of students currently enrolled in post-secondary institutions across the country reflecting, at the same time, trends in educational accommodations occurring on a global scale. This article presents new data and combines these findings with a qualitative policy review to expose how funding levels in Canada have remained static over a 20-year period as a result of changes to key funding programs. We show how access to these insufficient funding programs is based on application processes that are shaped by the careful management of knowledge and information, underpinned by a desire to keep spending low. We then analyze the implications of these funding practices for disabled students and situate their effects within the neoliberal cultural project that eschews transparency while increasing individualization and self-responsibilization -- encouraging disabled students to embody market rationalities as a way of maintaining their presence in academia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01