Book cover: Troubles Online: Ableism and Access in Higher Education, edited by Chelsea Temple Jones, Fady Shanouda, and Lisanne Binhammer.

Troubles Online Ableism and Access in Higher Education 

edited by Chelsea Temple Jones, Fady Shanouda, and Lisanne Binhammer

Online education is often heralded as a solution for accessibility to higher education; however, ableism thrives online. In this timely collection, contributors aim to trouble what online teaching looks like and think critically about how disability is addressed in online classrooms. Through narratives, poetry, interviews, and scholarly analysis, they reflect on disabled, mad, sick, and crip online pedagogy and highlight the possibilities of expanding critical standards for accessible teaching and learning. Necessarily interdisciplinary, this collection retheorizes the classroom around a justice-based approach to online pedagogy and challenges the assumptions we have around universal design. Refusing to position access as an afterthought, this collection troubles our engagement with online accessibility in uncertain and evolving times.

About the Editors

Chelsea Temple Jones is an associate professor in the Department of Child and Youth Studies at Brock University and the co-producer of Podagogies: A Learning and Teaching Podcast at Toronto Metropolitan University. Fady Shanouda is an assistant professor at the Feminist Institute of Social Transformation at Carleton University. Lisanne Binhammer is an educator, researcher, and designer who received her MA in Anthropology with a specialization in Digital Humanities from Carleton University.

With contributions by Felicita Arzu-Carmichael, Fiona N. Cheuk, Mina Chun, Kimberlee Collins, Elena G. Garcia, Jay Dolmage, Esther Ignagni, Donna Jeffery, Erika Johnson, Curtis Maloley, Mary McCall, Elizabeth Mohler, Jenna Reid, Kristin Smith, Hannah L. Stevens, Jessica Vorstermans, Nathan Whitlock, and Anne Zbitnew.

Reviews

This volume has done a commendable job of raising awareness of multiple troubles that continue to plague the online learning pedagogical landscape.

Nigel Gearing, Journal of Open, Flexible and Distance Learning

The belief that online learning is accessible to all is a fallacy that needs further attention, resources, and dedicated review in higher education. This book is an excellent resource to begin these critical conversations as it unveils many experiences of missed opportunities for accessibility in online education, a topic that requires continued advocacy and greater consideration in higher education.

Kristina Burns, Brock Education Journal

Troubles Online effectively presents a new paradigm for the examination and praxis in critical digital pedagogy. It will be especially useful to educators who are seeking to develop their own critical digital praxis, as well as researchers looking for a launch point in this area.

Catie Sahadath, Canadian Journal of Education

Table of Contents

  1. Foreword / Jay Dolmage
  2. Introducing Troubles Online / Chelsea Temple Jones and Fady Shanouda
  3. 1. Caring Online: A Justice-Oriented Approach to Online Pedagogy / Jenna Reid and Fady Shanouda
  4. 2. Virtual Bodies, Material Implications: Black Feminist Epistemology as a Framework for Online Education / Felicita Arzu-Carmichael
  5. 3. Critical Digital Pandemic-Based Pedagogy: A Conversation with Jesse Stommel and Sean Michael Morris / Chelsea Temple Jones and Curtis Maloley
  6. 4. Online Social Work Education in Canada: Disappearing Disability in the Academy / Kimberlee Collins, Kristin Smith, and Donna Jeffery
  7. 5. Ethical Challenges of Digital Technology and the Utah Church of Jesus Christ of Latter-Day Saints / Elena G. Garcia and Erika Johnson
  8. 6. Poetic Journeys: College Students with Disabilities Navigating Unanticipated Transitions during the Pandemic / Mina Chun
  9. 7. Materializing Access in the Dematerialized Space of Higher Education Online Classrooms / Fiona Cheuk and Esther Ignagni
  10. 8. Students as Designers, not Consumers: Framing Accessible, Participatory Learning as a Social Justice Approach to Online Course Design / Hannah L. Stevens and Mary McCall
  11. 9. Making Accessible Media: An Interview / Nathan Whitlock and Anne Zbitnew
  12. 10. Moments of Reckoning in Learning and Belonging in Spaces of Postsecondary Education with/beyond COVID-19 / Jessica Vorstermans and Elizabeth Mohler
  13. Conclusion / Lisanne Binhammer
  14. Contributors

 

This work is licensed under a Creative Commons License (CC BY-NC-ND 4.0). It may be reproduced for non-commercial purposes, provided that the original author is credited.

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