ABSTRACT

Unawareness of student diversity among lecturers in higher education remains a barrier for some students’ opportunities to participate in educational settings. In this autoethnography, cultural unawareness of diversity in regards of disabilities, is the practice under inquiry. This piece elucidates my personal journey towards increased disability awareness and a more inclusive teaching practice. The aim is to offer my story as a pedagogical tool to prompt self-reflection. You are invited to connect with my story through your own experiences and partake in a critical reflection on diversity awareness and – for those of you who teach – on ways in which you create an inclusive or excluding learning environment for disabled students in your courses.

摘要

高等教育讲师之间对学生多样性的不了解仍然是一些学生参加教育环境的障碍。在这种民族志中，正在研究的是关于残疾的文化多样性意识。这篇文章阐明了我个人在提高残疾意识和更具包容性的教学实践方面的旅程。目的是将我的故事作为一种教学工具，以促进自我反省。邀请您通过自己的经历与我的故事联系起来，对多样性意识进行批判性思考，并且-对于那些教学的人们-在为课程中的残疾学生创建包容性或排斥性学习环境的方式上。