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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
and Co-Presenter(s)
Erin M. Scanlon