Disability Justice & Inclusive Research for Accessibility

This week's doctoral class focused on the topic of disability justice and inclusive practices in educational research. It was fascinating for me to learn that the momentum behind disability justice is connected to the racial justice movement, as they share the issue of being subjugated as "the other." This highlights an intersection of societal oppression that affects individuals of color, who are also living with a disability.

One of the key messages from this class was the idea that individuals living with disabilities should not be left behind, but instead should be loved and supported. We are powerful because of our diversity, which includes varying abilities that translates into unique talents and gifts. As someone who primarily focuses on researching racial and linguacultural equity in our society, the issue of ableism was a valuable reminder that there are still many other areas that need much equity work.

Another key takeaway from this week's class was the emphasis on using plain language in research to combat ableism. Translating academic jargon into common language in academic papers was especially paramount for inclusion and accessibility when considering neurodivergence and cognitive diversity. Achieving such consideration in academic work starts with defining vocabulary that may be considered advanced and simplifying explanations that are jargon-heavy. Additionally, stating positionalities as researchers by explaining how our upbringing and status in society inherently shapes the research being conducted, would help foster relational understanding and offer representation for diverse communities.

Lastly, the concept of citation activism was discussed. This refers to an active choice by researchers to uplift and center the work of marginalized scholars and communities, rather than relying on conventional sources that perpetuate the established status quo of inequity and prejudice. Overall, the discussions provided crucial reminders for me as a qualitative and educational researcher to consider not only the racial and linguacultural diversity, but to also include diversities in ability.

This class further enriched not only my scholarly work but also my practice as a classroom teacher and a field member on a provincial committee at the Alberta Teachers' Association. In May, I will be attending the annual provincial conference for teachers on the topic of diversity, equity, and human rights. This year's event focuses on teachers living with disabilities, as the organization had been reaching out to members at large to start listening circles and support networks for the often overlooked community. As someone who does not have extensive experience in this area, I feel fortunate and inspired to be able to learn more about this marginalized group and to find ways to become an ally for my colleagues living with disabilities.