154
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Dismantling the Supercrip Prof: Theological Education and Faculty Accessibility

References

  • Adams, T. E., Holman Jones, S. L., & Ellis, C. (2022). Handbook of autoethnography (Second edition.). Routledge.
  • Austin-Smith, B. (2020, December 18). The impact of the pandemic on academic workers and work. The Canadian Experience.
  • Berg, M., & Seeber, B. K. (2016). The slow professor: Challenging the culture of speed in the academy. University of Toronto Press.
  • Boufis, C. (1999, March 25). Strange bedfellows: Does academic life lead to divorce? Salon. https://www.salon.com/1999/03/25/24feature_5/.
  • Brown, N., & Leigh, J. (2018). Ableism in academia: Where are the disabled and ill academics? Disability & Society, 33(6), 985–989. https://doi.org/10.1080/09687599.2018.1455627
  • Brown, N., Thompson, P., & Leigh, J. S. (2018). Making academia more accessible. Journal of Perspectives in Applied Academic Practice, 6(2), 82–90. https://doi.org/10.14297/jpaap.v6i2.348
  • Brownell, C. (2018, May 17). Canadian university professors spend roughly half their time on teaching. Maclean’s. https://macleans.ca/education/canadian-university-professors-spend-equal-amounts-of-time-on-teaching-and-non-teaching-work/.
  • Clare, E. (2015). Exile and pride: Disability, queerness, and liberation. Duke University Press.
  • Ellis, C. S., & Bochner, A. P. (2006). Analyzing analytic autoethnography: An autopsy. Journal of Contemporary Ethnography, 35(4), 429–449. https://doi.org/10.1177/0891241606286979
  • Hamraie, A. (2016). Beyond accommodation: Disability, feminist philosophy, and the design of everyday academic life. PhiloSOPHIA, 6(2), 259–271. https://doi.org/10.1353/phi.2016.0022
  • Holman Jones, S. L., Ellis, C., & Adams, T. E. (2013). Handbook of autoethnography. Left Coast Press, Inc.
  • Kafer, A. (2013). Feminist, queer, crip. Indiana University Press.
  • Mellifont, D. (2023). Ableist ivory towers: A narrative review informing about the lived experiences of neurodivergent staff in contemporary higher education. Disability & Society, 38(5), 865–886. https://doi.org/10.1080/09687599.2021.1965547
  • O’Donovan, M. M. (2010). Cognitive diversity in the global academy: Why the voices of persons with cognitive disabilities are vital to intellectual diversity. Journal of Academic Ethics, 8(3), 171–185. https://doi.org/10.1007/s10805-010-9116-x
  • Price, M., Salzer, M. S., O’Shea, A., & Kerschbaum, S. L. (2017). Disclosure of mental disability by college and university faculty: The negotiation of accommodations, supports, and barriers. Disability Studies Quarterly, 37(2). https://doi.org/10.18061/dsq.v37i2.5487
  • Shahjahan, R. A. (2015). Being “lazy” and slowing down: Toward decolonizing time, our body, and pedagogy. Educational Philosophy and Theory, 47(5), 488–501. https://doi.org/10.1080/00131857.2014.880645
  • Walford, G. (2021). What is worthwhile auto-ethnography? Research in the age of the selfie. Ethnography and Education, 16(1), 31–43. https://doi.org/10.1080/17457823.2020.1716263
  • Wigg-Stevenson, N. (2017). You don’t look like a Baptist minister: An autoethnographic retrieval of ‘women’s experience’ as an analytic category for feminist theology. Feminist Theology, 25(2), 182–197. https://doi.org/10.1177/0966735016673261

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.