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Processes Empowering Disabled Students in the Co-Production of Inclusive Higher Education

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  • Anita Blakstad Bjørnerås

    (Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, NO-7491 Trondheim, Norway)

  • Eli Langørgen

    (Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, NO-7491 Trondheim, Norway)

  • Aud Elisabeth Witsø

    (Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, NO-7491 Trondheim, Norway)

  • Lisbeth Kvam

    (Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, NO-7491 Trondheim, Norway)

  • Clodagh Nolan

    (Discipline of Occupational Therapy, University of Dublin, Trinity College, D08 W9RT Dublin, Ireland)

  • Ann-Elen Leithaug

    (Department of Psychology, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, NO-7491 Trondheim, Norway)

  • Sissel Horghagen

    (Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, NO-7491 Trondheim, Norway)

Abstract

Although education is supposed to be an empowering process, some students experience the opposite. Disabled university students face multiple discriminating mechanisms during their studies, indicating that they are out of place. This study explores a participatory action research (PAR) study where 11 disabled students collaborated with university staff in planning and implementing measures to promote inclusion at a Norwegian university. The study aims to contribute knowledge of the processes empowering disabled students during co-production of inclusive higher education. Qualitative data were collected during the PAR study from January 2021 to March 2022 including audio recordings from workshops, reflection meetings and a group discussion, field notes from observing students in action as well as the students’ reflections notes and notes from shared analysis and shared writing. A reflexive thematic analysis resulted in the generation of four processes that were believed to support student empowerment: being united with inclusive faculty allies, belonging in a student fellowship, identifying an injustice, and experiencing meaning and change. This study indicates ways to strengthen the universities’ capacities to work towards inclusion, social change, and justice.

Suggested Citation

  • Anita Blakstad Bjørnerås & Eli Langørgen & Aud Elisabeth Witsø & Lisbeth Kvam & Clodagh Nolan & Ann-Elen Leithaug & Sissel Horghagen, 2024. "Processes Empowering Disabled Students in the Co-Production of Inclusive Higher Education," Social Sciences, MDPI, vol. 13(7), pages 1-14, June.
    • Handle: RePEc:gam:jscscx:v:13:y:2024:i:7:p:345-:d:1424875
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    References listed on IDEAS

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    1. Khanlou, N. & Peter, E., 2005. "Participatory action research: considerations for ethical review," Social Science & Medicine, Elsevier, vol. 60(10), pages 2333-2340, May.
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