CanDARE Community Library
Teaching to Transgress
Hooks notion of engaged pedagogy builds on critical pedagogy of the oppressed theories by expressly discussing the politics of engaging with the non-normative bodies in the classroom. She she also talks about the radial notion of “well being” in the classroom. This text offers educators pedagogical pathways toward anti-racist and anti-oppressive learning environments.
Can Workplaces, Classrooms, and Pedagogies Be Disabling?
In a special disability-focused issue of the journal, multiple theories and perspectives on accessibility in teaching and learning, and in the workplace, are explored. Oswal’s introduction offers a concise summary of the articles, grounding them in the historical, political and contemporary thinking on disability.
A Pedagogical Approach to Orienting Access in Classrooms
Educators like seeing theory and practical strategies come together. This theory-building paper offers many practical steps educators can take to make their courses more accessible to learners with and without disabilities.
Canadian Landscape of Accessibility and Accommodations in Post-Secondary
This report, commissioned by the Federal government, offers both an analysis of the current landscape and detailed recommendations for pathways to improve educational experiences and outcomes for learners with disabilities.
Perceptions of University by Students with an Invisible Disability
This brief paper offers insights into the lived experience of 10 learners from an Ontario university who self-identify as having “invisible” disabilities.
Instructors’ Accommodation Discourse on the First Day of Class
This study indicates few educators broach the subject on the first day of class when they review syllabi, policy and other course-structuring topics. It also contrasts a relational and inclusive approach with more typical transactional talk.