"And BAM. You Have a Connection": Blind/Partially Blind Students and the Belonging in Academia Model

Autor/inn/en	Bulk, Laura Yvonne; Jarus, Tal; Nimmon, Laura
Titel	"And BAM. You Have a Connection": Blind/Partially Blind Students and the Belonging in Academia Model
Quelle	In: Canadian Journal of Higher Education, 52 (2023) 4, S.67-85 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Blindness; Visual Impairments; Students with Disabilities; College Students; Equal Education; Sense of Community; Foreign Countries; Student Attitudes; Inclusion; Access to Education; Canada + Suchen Sie Ihr Suchwort? Blindheit; Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Collegestudent; Ausland; Schülerverhalten; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Kanada
Abstract	Blind/partially blind people are underrepresented in post-secondary education and lack equitable opportunities to develop a sense of belonging. This study shares narratives of 28 blind/partially blind students from across Turtle Island (in what is colonially called Canada) using Teng et al.'s (2020) Belonging in Academia Model (BAM) as a conceptual framework. Thematically analyzed findings suggest blind/partially blind students' perspectives offer nuance to the BAM's conceptualization of how belonging develops through affiliation, familiarity, acceptance, interdependent relationships, and sense of equity. Based on blind/partially blind perspectives, the former trusting connections dimension was renamed interdependent relationships. By attending to the underrepresented perspectives of blind/partially blind students, stakeholders can become more responsive to the experiences of people from equity-deserving groups. Understanding facilitators and barriers to belonging could result in culturally safer and more inclusive pedagogical practices. Only when we create spaces where everyone can belong will higher education move toward being more just. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://journals.sfu.ca/cjhe/index.php/cjhe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01