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Depathologising the university
Open accessAbstract
This paper develops a conversation with decolonisation to pitch a novel mode of engagement; depathologising the university.While higher education institutions are in the midst of an Equality, Diversity and Inclusion revolution, I posit that all is not well.Too often disability staff and students have been sidelined in Equality, Diversity and Inclusion discourse and practice and this paper addresses this omission.First, I pose a question 'what is the university for?' and consider two recent campaigns by Black and Minority Ethnic and disabled students in the UK that offer partial responses to this question.I argue that these campaigns not only implicate the colonial and ableist heritage of universities but also illuminate two critical modes of engagement: decolonisation and depathologisation.Second, to focus the discussion, I introduce Disability Matters; a new six year programme of research which seeks to promote more inclusive university environments through positioning disability as the driving subject of inquiry.Third, I offer some provisional and anticipatory thoughts by sitting with decolonisation in order to expand upon a project of depathologisation.I conclude with an appeal; desiring disability's disruptive qualities to rethink the university.
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Cited by
Sorted by citations
Mavrou, K., Theodorou, E., Mouka, M., & Liasidou, A. (2025) · Teaching in Higher Education · doi:10.1080/13562517.2025.2507244 · Cited by 13
“…power of education biopolitics to produce assimilationist ‘technologies of power responsible for correcting those who are beyond or below normality’ (Pagni, 2017, 261 cited in Risso et al. 2023, 349) rather than problematizing and subverting ableist and disablist discourses (Goodley 2024).”
Metadata
- Authors
- Goodley, D.
- Affiliations
- University of Sheffield (GB)
- Corresponding author
- Goodley, Dan
- ORCID
- Goodley, Dan
- Venue
- Pedagogy, Culture & Society
- Publisher
- Informa UK Limited
- Published
- 2024-02-12
- Volume
- 33
- Issue
- 3
- Pages
- 1001-1018
- ISSN
- 0965-9757 (ISSN-L)
- 1468-1366
- 1747-5104
- PMC
- PMC7618348
- OpenAlex
- W4391752632
- Cited by
- 13
- References
- 2
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 6
- FWCI
- 5.39
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Pedagogy Culture and Society (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion, cc-by)
- White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (acceptedVersion)
- White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (submittedVersion)
- Funders
- Wellcome Trust (226705/z/22/z)
- Topics
- Social Sciences › Sociology and Political Science › Disability Rights and Representation
- Social Sciences › Education › Disability Education and Employment
- Social Sciences › Anthropology › Decolonial Thought and Epistemologies
- Keywords
- decolonization, disability in higher education, equality, diversity and inclusion, ableism, Black and minority ethnic students, students with disabilities, purpose of the university
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