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The Rhetoric of Widening Participation in Higher Education and its Impact = Ending the Barriers against Disabled People /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Rhetoric of Widening Participation in Higher Education and its Impact/ by Navin Kikabhai.
Reminder of title:	Ending the Barriers against Disabled People /
Author:	Kikabhai, Navin.
Description:	XVIII, 266 p. 5 illus.online resource. :
Contained By:	Springer Nature eBook
Subject:	Educational sociology. -
Online resource:	https://doi.org/10.1007/978-3-319-75966-1
ISBN:	9783319759661

The Rhetoric of Widening Participation in Higher Education and its Impact = Ending the Barriers against Disabled People /
Kikabhai, Navin.

The Rhetoric of Widening Participation in Higher Education and its ImpactEnding the Barriers against Disabled People /[electronic resource] :by Navin Kikabhai. - 1st ed. 2018. - XVIII, 266 p. 5 illus.online resource.

Chapter 1. Introduction -- Chapter 2. Cutting Edge Theatre Initiative: Setting the Scene -- Chapter 3. Producing and Reproducing ‘Learning Difficulties’ -- Chapter 4. The Struggle for Performance and Revealing the Past -- Chapter 5. Disability and the Turn to Postmodern Perspectives -- Chapter 6. The Rhetoric of Widening Participation -- Chapter 7. Ending the Barriers Against Disabled People -- Chapter 8. An Act of Resistance -- Chapter 9. Conclusion.

This book offers a critical investigation of the exclusion of individuals described as having ‘learning difficulties’ from participation in higher education. Using a postmodernist framework, the author explores the insights and experiences of a theatre group attempting to develop an undergraduate degree programme in the performing arts. In doing so, he provides a theoretical map of insights into discourses of power and knowledge, and makes transparent competing and contradictory discursive practices. Suggesting that ‘learning difficulties’ is a constructed and re-constructed discourse serving normative interests, the author demonstrates that despite the rhetoric of widening participation, individuals are intentionally beset by barriers, silenced and excluded from degree level participation. The author calls for a radical re-think of the notion of ‘learning difficulties’, segregated provision, access to employment in theatre, and critically questions the notion of participation in higher education. This pioneering volume will appeal to students and scholars of inclusive education, (critical) disability studies, cultural studies and the sociology of education.

ISBN: 9783319759661

Standard No.: 10.1007/978-3-319-75966-1doiSubjects--Topical Terms:

555555
Educational sociology.

LC Class. No.: LC189-214.53

Dewey Class. No.: 306.43

The Rhetoric of Widening Participation in Higher Education and its Impact = Ending the Barriers against Disabled People /
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505 0 $a Chapter 1. Introduction -- Chapter 2. Cutting Edge Theatre Initiative: Setting the Scene -- Chapter 3. Producing and Reproducing ‘Learning Difficulties’ -- Chapter 4. The Struggle for Performance and Revealing the Past -- Chapter 5. Disability and the Turn to Postmodern Perspectives -- Chapter 6. The Rhetoric of Widening Participation -- Chapter 7. Ending the Barriers Against Disabled People -- Chapter 8. An Act of Resistance -- Chapter 9. Conclusion.
520 $a This book offers a critical investigation of the exclusion of individuals described as having ‘learning difficulties’ from participation in higher education. Using a postmodernist framework, the author explores the insights and experiences of a theatre group attempting to develop an undergraduate degree programme in the performing arts. In doing so, he provides a theoretical map of insights into discourses of power and knowledge, and makes transparent competing and contradictory discursive practices. Suggesting that ‘learning difficulties’ is a constructed and re-constructed discourse serving normative interests, the author demonstrates that despite the rhetoric of widening participation, individuals are intentionally beset by barriers, silenced and excluded from degree level participation. The author calls for a radical re-think of the notion of ‘learning difficulties’, segregated provision, access to employment in theatre, and critically questions the notion of participation in higher education. This pioneering volume will appeal to students and scholars of inclusive education, (critical) disability studies, cultural studies and the sociology of education.
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