Self-Advocacy as Precariousness in University Education
Self-advocacy has arguably become one of the most centrally positioned priorities in Canadian post-secondary disability service-provision frameworks. It is widely understood to be an indispensable skill for disabled students working to implement academic accommodations at university, and it has become the focus of numerous efforts to prepare them for transition from high school settings. This article draws on findings from a doctoral study that explored the self- advocacy experiences of disabled students and their professors in three small liberal arts universities in Nova Scotia, Canada in order to theorize self-advocacy as precariousness. Detailed research findings are reported elsewhere, but this account offers a theoretical analysis of participant experiences in order to broaden understandings of self-advocacy as a relational access requirement that generates persistent uncertainty for disabled learners.
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