Open AccessDisability and Higher Education in Palestine
Author(s) -
Yasmin Snounu
Publication year - 2019
Publication title -
journal of culture and values in education
Language(s) - English
Resource type - Journals
ISSN - 2590-342X
DOI - 10.46303/jcve.03.02.4
Subject(s) - palestine , democracy , context (archaeology) , transformational leadership , indigenous , ethnography , sociology , politics , disability studies , pedagogy , transformative learning , political science , inclusion (mineral) , public relations , gender studies , law , geography , ecology , ancient history , archaeology , biology , anthropology , history
Disability in Palestine and the experiences and practices of professors and administrators on accommodating disabled students in Palestinian higher education institutions are captured through critical ethnography mode. Disability in Palestine is discussed within the context of what I, as the researcher, call “segregating democracy.” The term segregating democracy refers to the political bonds between Israel and the United States of America that often lead to exclusion of the indigenous Palestinian community from the rest of the world. Segregating democracy and its consequences on disability in Palestine are the context in which the experiences of the Palestinian faculty and administrators are analyzed. Using critical disability studies, while also drawing from elements of teacher development theories, this paper identifies transformational ways of thinking about disability as well as the unique role of educators in promoting/adopting inclusive pedagogical practices towards accommodating disabled students in higher education.