PERC 2019 Abstract Detail Page
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| Abstract Title: | Exploring Assumptions of Dis/Ability in Physics Education |
|---|---|
| Abstract: | One goal of many physics education researchers is to broaden the participation in the physics community. However, even socially just and radical teaching perspectives often center "an inherently able-bodied (or as we would term ableist) soldier: a guerrilla fighter physiologically and psychologically tooled up for action" (Goodley, Lawthorm, Liddiard & Runswick Cole, 2017). Our research agenda explores the impacts of ableism along several dimensions of physics participation, including instructional and mentoring practices. I will discuss how we use critical frameworks to: 1) question how we categorize impairments and situate disability as an individual problem of the "disabled person" versus barriers constructed through organizational attitudes, processes and practices; 2) inform our inclusion of research team members; and 3) connect research and practice. |
| Abstract Type: | Symposium Talk |
| Parallel Session: | Critical Theory as a Research Framework for Addressing Injustice in Physics Education |
| Session Time: | Parallel Sessions Cluster II |
| Room: | Cascade A |
Author/Organizer Information | |
| Primary Contact: |
Jacquelyn J. Chini University of Central Florida |
| Co-Author(s) and Co-Presenter(s) |
Erin M. Scanlon |
