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ERIC Number: EJ1312562
Record Type: Journal
Publication Date: 2021
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1559-5692
EISSN: N/A
Delayed PhD Completion: An Autoethnographic Account of Academic Ableism
Lorenz, Danielle E.
Diaspora, Indigenous, and Minority Education, v15 n4 p233-240 2021
Although equity, diversity, and inclusion have become increasingly important to Canadian higher education institutions, research on experiences of disability in post-secondary institutions is limited. What's more, the perspectives of disabilities from non-disabled academics far exceed that of those with disabilities. In the existing literature, disabled faculty and graduate students have outlined their experiences with academic ableism and the various barriers it has caused them. Applying a disability rights perspective, I use autoethnography to outline the ways academic ableism has manifested in my PhD program. More specifically, I develop a narrative that considers the relationship(s) that exist between dis/ability and chronic pain on one hand, and the ableist notion of "time to completion" on the other.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A