Academic identities and socio-spatial exclusions of academics with disabilities: a capabilities approach

Abstract

Research on the experiences of academics with disabilities regarding access to higher education spaces is vast, but not much has been done to assess if such research goes beyond analysing physical spaces. This paper follows the capabilities approach to contribute knowledge in this regard, drawing from research conducted in one South African University. Ten academics with disabilities were interviewed, and data were analysed thematically. Findings suggest that it is not enough for academics with disabilities to be employed at the University. Denial of social and physical access to various spaces has epistemic and professional advancement implications. The possibilities for alternative spaces and freedom of choice to function optimally for academic identity advancement can still be enhanced. The paper makes recommendations that can be explored for policy and practice to advance human development of academics with disabilities.

Points of interest

• We draw attention to how ableism relates to capabilities and freedoms to develop academic identities in multidimensional spaces of higher education.

• Marginalising spatial configurations go beyond just inability to attend academic gatherings, but also to participate in knowledge production for academic identity development.

• Academics with invisible disabilities can receive even more limited support, causing them to take longer to develop academically.

• Academics have agency and responsibilities towards developing their identities, but these are often limited by the nature of spaces.

• Advanced technology provides alternative ways of thinking about self-ability versus disability in an academic workplace.

Keywords:

• Academic identities
• capabilities approach
• higher education spaces
• disabilities

Disclosure statement

No potential conflict of interest was reported by the author(s).