Praxis

The CanDARE site takes both an evocative and research-based approach to engaging with digital accessibility in post-secondary praxis. The material in this section can be used by educators for individual, self-guided reflection and discovery. However, critical, problem-posing and compassionate reflection are often well-supported in learning communities.

Dandelion growing through a concrete path symbolizes pushing through to something beautiful

Digital accessibility and inclusion are viscerally relevant to disabled learners’ lived experiences of post-secondary education.

Digital accessibility in education touches our bodies, minds, and our sense of self-in-community. To begin to understand that is to begin to understand the dynamic, messy nature of disability and accessibility.

A tech-focused, compliance-fearing, checklist-understanding of digital accessibility is status quo thinking and it does educators and learners a massive disservice.

Overhead Shot of a Group of People working at computers

Praxis Provocations

This section asks the big questions. It also holds space for possible responses, probable connections and promise for change.
nine Yellow and Black chrysalis about to transition into butterflies

Transformative Digital Accessibility Praxis

This section can be used to spark inquiry workshops, or self-study with entry points to reflect on and reboot our digital skills, choices, actions.
hundreds of different masks displayed together, each one obscuring another

Unhiding Ableism

Ableism in digital practices isn’t just about content creation and curation. Ableism shows up in assessment design, ICT requirements and how learners connect in digital learning environments.

No one is perfect.

large book opened on a table

Thank you so much friends, we are so privileged to be able to gather in moments like this, when so much of the world is plunged in darkness and chaos. So ring the bells that still can ring. Forget your perfect offering. There is a crack in everything. That’s how the light gets in.

Leonard Cohen

What if accessibility, digital or otherwise, was regarded as a dynamic, functional experience of education, shared between multiple, equitable beings?