Making Space in Higher Education: Disability, Digital Technology, and the Inclusive Prospect of Digital Collaborative Making

Autor/in	Fernandez, Stephen
Titel	Making Space in Higher Education: Disability, Digital Technology, and the Inclusive Prospect of Digital Collaborative Making
Quelle	In: International Journal of Inclusive Education, 25 (2021) 12, S.1375-1390 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernandez, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1610806
Schlagwörter	Higher Education; Inclusion; Cooperative Learning; Students with Disabilities; Correlation; Multimedia Materials; Video Technology; Creativity; Criticism; Influence of Technology; Social Influences; Cultural Influences; Self Concept; Access to Education; Undergraduate Students; Course Descriptions; Communications; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Kooperatives Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Korrelation; Kreativität; Kritik; Sozialer Einfluss; Cultural influence; Kultureinfluss; Selbstkonzept; Education; Access; Bildung; Zugang; Bildungszugang; Kursstrukturplan; Nachrichtenwesen; Ausland; Kanada
Abstract	This paper explores the ways that the intersection between disability and digital technology in higher education unfolds collaborative experiences that include disabled students through what I call 'Digital Collaborative Making'. Students who participate in Digital Collaborative Making collaborate on multimedia video projects that tell stories about their relationship with digital technology. As a "research-creation" approach that weaves academic research and artistic practices together, Digital Collaborative Making invites students to devise creative methods of critiquing the social and cultural impact of digital technology. While digital technology can improve accessibility in education, ableist dynamics and 'disabling' ideologies remain pervasive in universities. By engaging students with different identities and lived experiences, Digital Collaborative Making presents opportunities for students with disabilities to openly express their creativity and subvert normative perspectives that stigmatise disability as a deficit. In turn, non-disabled students can learn what it means to be open to the presence of disability and difference. To illustrate these points, this paper considers the inclusive prospect of Digital Collaborative Making in "Digital Lives," an undergraduate communications course at the University of Waterloo. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01