Equality in higher education opportunities. Practitioners' perspectives from global, rural, post-colonial disability.

Autor/inn/en	Hayvon, John C.; Cordeiro, Victor John; Dunhamn, Jane; Strömberg Jämsvi, Susanne; Stainbrook, Jess; Singhal, Nidhi
Titel	Equality in higher education opportunities. Practitioners' perspectives from global, rural, post-colonial disability.
Quelle	In: Journal of praxis in higher education, 6 (2024) 4, S. 30-47 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2003-3605
DOI	10.47989/kpdc518
Schlagwörter	Chancengleichheit; Digitaltechnik; Ungleichheit; Armut; Behinderung; Praxiserfahrung
Abstract	This paper gathers practitioner perspectives on tuition-free online courses and their potential to improve equality in higher education. Through an intersectional lens of race, gender, income, and indigeneity, this paper focuses on the experience of people living with disabilities (PLWD) as a further marginalized sub-population within diverse marginalized populations. Of note, disability-knowledge held by PLWD and by their family members can position them as sensitive and effective healthcare or disability-care providers. At the same time, society often does not grant an easy pathway to this education and licensure. The existing landscape of massive open online courses (MOOCs) may present tuition-free learning, but accreditation can rest upon payment and other complex structures. Even after PLWDs gather financial resources for official accreditation, prospective employers have the autonomy to determine whether this learning is valid. In a global context, low-income families may experience internal competition for financing between PLWD and non-disabled siblings. Securing a future in which payment models and disability-needs are accommodated for in MOOCs can alter multiple life trajectories in the families of PLWD and ensure that the intersectionally marginalized may equally benefit from open education. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2025/2