Teresa Dawson – författare

This book presents a compelling moral case for the inclusion of intellectually disabled people in higher education, and shows how it can be achieved in practice. In doing so, the authors offer a unique approach bridging disabilities studies and activism, contributing a manifesto that is a philosophically grounded, incisive and impassioned argument for inclusion as a moral imperative.At present, there is very little documentation of activist practices disrupting the traditional, ableist, segregation that most universities foster. This book’s approach is both normative and descriptive. Its chapters give a heart-felt defence of inclusion of people with intellectual disabilities in university. They also offer a detailed look at universities, specifically in British Columbia, Canada, but also drawing comparisons across the world, where segregation has stopped being the norm, and ‘authentic inclusion’ is a daily practice. The book coins the phrase ‘authentic inclusion’ to represent inclusion that is not segregated, or paternalistic, in its approach to disabled students. Authentic inclusion happens when students attend courses, take part in campus life, and follow career paths just like other students. Ending Disability Segregation in Universities is informed by the authors’ work with STEPSfoward BC, a non-profit organization advocating for the right of people with intellectual disabilities to learn in universities. Drawing on extensive interviews with students, professors, parents, inclusion workers and administrators, the book charts a workable path toward the end of segregated higher education.

This book presents a compelling moral case for the inclusion of intellectually disabled people in higher education, and shows how it can be achieved in practice. In doing so, the authors offer a unique approach bridging disabilities studies and activism, contributing a manifesto that is a philosophically grounded, incisive and impassioned argument for inclusion as a moral imperative.At present, there is very little documentation of activist practices disrupting the traditional, ableist, segregation that most universities foster. This book’s approach is both normative and descriptive. Its chapters give a heart-felt defence of inclusion of people with intellectual disabilities in university. They also offer a detailed look at universities, specifically in British Columbia, Canada, but also drawing comparisons across the world, where segregation has stopped being the norm, and ‘authentic inclusion’ is a daily practice. The book coins the phrase ‘authentic inclusion’ to represent inclusion that is not segregated, or paternalistic, in its approach to disabled students. Authentic inclusion happens when students attend courses, take part in campus life, and follow career paths just like other students. Ending Disability Segregation in Universities is informed by the authors’ work with STEPSfoward BC, a non-profit organization advocating for the right of people with intellectual disabilities to learn in universities. Drawing on extensive interviews with students, professors, parents, inclusion workers and administrators, the book charts a workable path toward the end of segregated higher education.

Community-Based Research, or CBR, is a mix of innovative, participatory approaches that put the community at the heart of the research process. Learning and Teaching Community-Based Research shows that CBR can also operate as an innovative pedagogical practice, engaging community members, research experts, and students.This collection is an unmatched source of information on the theory and practice of using CBR in a variety of university- and community-based educational settings. Developed at and around the University of Victoria, and with numerous examples of Indigenous-led and Indigenous-focused approaches to CBR, Learning and Teaching Community Based-Research will be of interest to those involved in community outreach, experiential learning, and research in non-university settings, as well as all those interested in the study of teaching and learning.

Community-Based Research, or CBR, is a mix of innovative, participatory approaches that put the community at the heart of the research process. Learning and Teaching Community-Based Research shows that CBR can also operate as an innovative pedagogical practice, engaging community members, research experts, and students.This collection is an unmatched source of information on the theory and practice of using CBR in a variety of university- and community-based educational settings. Developed at and around the University of Victoria, and with numerous examples of Indigenous-led and Indigenous-focused approaches to CBR, Learning and Teaching Community Based-Research will be of interest to those involved in community outreach, experiential learning, and research in non-university settings, as well as all those interested in the study of teaching and learning.