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I have all the FOMO about the @FESI_YorkU destreaming session.
Mostly cuz, tbh, because I missed out on @GillyParekh
Mostly cuz, tbh, because I missed out on @GillyParekh
I know I know...recorded but
I& #39;ve been saying this to others for a while but we need start having discussions on how disability is left out of the streaming discussion?
I mean disability is left out of pretty much everything. It& #39;s our invisibility that makes people and systems feel ok (or nothing?)
I mean disability is left out of pretty much everything. It& #39;s our invisibility that makes people and systems feel ok (or nothing?)
about their ableism. We& #39;re so accustomed to talking about dis/ ability in certain and "natural" ways.
We rarely talk about the currency of "ability" and how we as educators frame it. We don& #39;t often admit it, but we demonstrate our ableism all the time when we situate
We rarely talk about the currency of "ability" and how we as educators frame it. We don& #39;t often admit it, but we demonstrate our ableism all the time when we situate
ourselves as experts on "ability".
And we do think we experts.
We assess it, judge it, and we make decisions based on what we believe dis/ability is that has long long lasting affects on students lives.
We don& #39;t discuss streaming enough in terms of dis/ability because
And we do think we experts.
We assess it, judge it, and we make decisions based on what we believe dis/ability is that has long long lasting affects on students lives.
We don& #39;t discuss streaming enough in terms of dis/ability because
dis/abilities are seen as fixed markers, so what& #39;s to discuss right?
Ableist assumptions (He can& #39;t do the work) become normalized because dis/ability is put onto students rather than seen as a result of constant (re)iterations of what ed systems and educators are constructing.
Ableist assumptions (He can& #39;t do the work) become normalized because dis/ability is put onto students rather than seen as a result of constant (re)iterations of what ed systems and educators are constructing.
Dis/ability becomes an internalized "gift" or a "curse" so educators and systems can absolve ourselves of whatever oppressive practice we think is best for that "ability".
Even apprehensive terms like "diverse groups of learners" often strike me as ableist code words for
Even apprehensive terms like "diverse groups of learners" often strike me as ableist code words for
"we& #39;re busy setting our boundaries for determining what we believe students can and can& #39;t learn and we& #39;re calling those boundaries & #39;ability& #39;"
Anywhoo.
This wasn& #39;t going to be a thread but hope this makes sense.
I may read it and delete it.
https://abs.twimg.com/emoji/v2/... draggable="false" alt="🤓" title="Nerd-Gesicht" aria-label="Emoji: Nerd-Gesicht">
Anywhoo.
This wasn& #39;t going to be a thread but hope this makes sense.
I may read it and delete it.
This thread doesn& #39;t make much sense after reading it.
But I& #39;m leaving it.https://abs.twimg.com/emoji/v2/... draggable="false" alt="🤷🏻♂️" title="Achselzuckender Mann (heller Hautton)" aria-label="Emoji: Achselzuckender Mann (heller Hautton)">
There might be something worth while.
I guess I& #39;d just ask colleagues - what assumptions do we make about "ability" and learning every day and how do those assumptions get normalized in our work?
But I& #39;m leaving it.
There might be something worth while.
I guess I& #39;d just ask colleagues - what assumptions do we make about "ability" and learning every day and how do those assumptions get normalized in our work?
