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UID:news116@genderstudies.philhist.unibas.ch
DTSTAMP;TZID=Europe/Zurich:20200419T091917
DTSTART;TZID=Europe/Zurich:20200320T100000
SUMMARY:ABGESAGT Access conundrums
DESCRIPTION:Equal access for disabled and chronically sick people is a dema
 nd that is generally accepted as common sense. At the same time\, access i
 s often positioned as an impossibility due to a lack of resources\, and st
 ructures based on normative assumptions seem rigid and unchangeable. On to
 p of this\, different access needs and requirements can stand in conflict 
 with each other and fluctuate in relation to time and space. In a higher e
 ducation context\, additional challenges such as a normative understanding
  of time and academic performance pressure can stand in the way of achievi
 ng equal access. In this workshop we want to explore the options in higher
  education teaching that make access possible within these areas of tensio
 n. We will discuss what shifts in thinking are necessary so that access is
  understood as a structural demand\, not simply an individual one. What po
 wer dynamics need to be navigated to achieve this shift in a higher educat
 ion setting? Together with participants\, we use disability studies to exa
 mine case studies from a higher education context in order to talk about t
 he meanings of ‘access’\, discuss the conundrums that this term can ge
 nerate and attempt finding solutions
X-ALT-DESC:<p>Equal access for disabled and chronically sick people is a de
 mand that is generally accepted as common sense. At the same time\, access
  is often positioned as an impossibility due to a lack of resources\, and 
 structures based on normative assumptions seem rigid and unchangeable. On 
 top of this\, different access needs and requirements can stand in conflic
 t with each other and fluctuate in relation to time and space. In a higher
  education context\, additional challenges such as a normative understandi
 ng of time and academic performance pressure can stand in the way of achie
 ving equal access. In this workshop we want to explore the options in high
 er education teaching that make access possible within these areas of tens
 ion. We will discuss what shifts in thinking are necessary so that access 
 is understood as a structural demand\, not simply an individual one. What 
 power dynamics need to be navigated to achieve this shift in a higher educ
 ation setting? Together with participants\, we use disability studies to e
 xamine case studies from a higher education context in order to talk about
  the meanings of ‘access’\, discuss the conundrums that this term can 
 generate and attempt finding solutions<br /> </p>
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