Politicising Inclusive Learning Environments: How to Foster Belonging and Challenge Ableism?

Autor/inn/en	Nieminen, Juuso Henrik; Pesonen, Henri Valtteri
Titel	Politicising Inclusive Learning Environments: How to Foster Belonging and Challenge Ableism?
Quelle	In: Higher Education Research and Development, 41 (2022) 6, S.2020-2033 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nieminen, Juuso Henrik) ORCID (Pesonen, Henri Valtteri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2021.1945547
Schlagwörter	Inclusion; Students with Disabilities; STEM Education; Class Size; Active Learning; Student Experience; Foreign Countries; Attitudes toward Disabilities; Social Bias; Higher Education; College Students; Student School Relationship; Interpersonal Relationship; Mathematics Education; Dyslexia; Student Attitudes; Finland + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; STEM; Klassengröße; Aktives Lernen; Studienerfahrung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Schüler-Lehrer-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Mathematische Bildung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Schülerverhalten; Finnland
Abstract	Inclusive learning environments have been described as a crucial factor for fostering disabled students' sense of belonging in higher education. However, few empirical studies have elaborated on how learning environments contribute to disabled students' belonging. In this study, we have taken a socio-political approach and widen the theoretical understanding of 'belonging'. We analyse three Finnish disabled students' narrative interviews concerning their experiences of learning environments through a narrative approach. Our findings highlight the complex interplay of learning environments and belonging in the context of STEM and large class sizes. We discuss the role of active learning environments for supporting disabled students' belonging. The narratives show how not belonging might be more productive for these students, as the learning environments are often built on ableism. We redefined inclusive learning environment design and their research as socio-political endeavours: If teachers wish to promote belonging through learning environment design, such design needs to disrupt the broader ableist discourses of higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01