Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A Modern Twist on an Old Classic: Innovative and Transformat...A Pedagogy of the Particular: Mass Timber in the Undergradu...A Process-oriented Design Framework for Creating Embodied Le...Application of Urban Classroom and Lab-based Integration in ...Architectural design as a mean for student´s engagementArt for Wellbeing: Practice | EngagementAwareness to Wellness: Integrating Mental Health and Educati...Braider River in (Virtual) Public SpaceCentering Embodiment, Creativity and Student Choice in the C...Check-inCinematic Architecture Studio: Experimenting with Cinematic...Closing the Educational Divide: the Significance of Academic...Creating Cultures of Inclusion: Bridging the Gap Between Wor...Deregulation of basic quality conditions for blended and dis...Developing intercultural competence through hybrid and non-h...Development Of Social And Emotional Learning Capacity-Buildi...Enabling Student Self-Motivation in an Online Learning ModelEngaged Learning for More Socially Just PracticeEngaging Critical Access in Remote and Hybrid PedagogiesEnhancing Design Pedagogy: A Virtual Reality Approach to Fee...Enhancing Engineering Education: Integrating ChatGPT in Proj...Exploring Food Literacy Beyond the Plate: An Interdisciplina...Exploring Nonconformist Modes of Learning for Architects: Ex...Exploring the Concept of Fidelity in Simulation-Based Learni...Family Attitudes when Dealing with ViolenceFamily Conversations about Disability and Inclusion at Schoo...Family Conversations Regarding Controversial Topics and thei...Film Group Project as an Educative AdventureFrom Industry to Classroom: Integrating AI in Design Pedagog...From Passive to Active: Transforming Asynchronous Learning w...Hybrid Education in Architectural Design Studios: Examinatio...Hybridity of Learn and Earn Models: Mapping Academic Program...Implementing SDGs Education through Interdisciplinary Curric...Innovation Labs for Learning LandscapesInquiring by “Distant Reading”: Learning and Unlearning ...Integral Pedagogy and Creative Hybridity: Adapting to Comple...Inter-Face: The Painted Portrait as Antidote to Alienation f...Learning And Architecture: What Mass Timber Can Teach UsLive.Study.Eat.Play Hybrid Design Class for Developing Proto...Making hybrid education more holisticMedium Size Online Courses Could Have Teaching and Learning ...Meeting Our Students Where They Are: Balancing Rhetoric and ...Metamorphosis – Transformation, Mediality & ImpartationNobody Can Know This Much: Adapting to Scale & Transforming ...Online Design Studio Education: Barriers, Potentials, and In...Optional Thinking (OT) Encouragement in Youngsters to Change...Overcoming Change-Barriers Through Storytelling-Based Scenar...Prototypes for BelongingPublishing Culture: A Case Study in Integrative and Collabor...Social Green Vs. Ornamental Green. For Pedagogical Sustainab...Stupor itineris. Travel as learningTeaching Classical Chinese Literature In America—an Innova...Technology Enhanced Language Learning in Higher Education–...The Architecture of Ecoregions: Interdisciplinary Architectu...The Bartlett School of Planning Graphic Skills Portal: impro...The Pedagogy of Cedric Price: A Re-Thinking of How We Learn ...The Power of Space - Construction of Educational Strategies ...Traces of Space and Time: Built and Designed Places and Vis...Transcending Boundaries By Integrating Knowledge: Workforce ...Transformative & Inclusive Design for Diverse Learning Style...User-Designed Inquiry: A Framework for Student-Centered Peda...Utilizing the Readymade as an Instrument to Develop an Under...Views of Prospective Teachers about the Role of Reflective P...Welcome and introduction ​​Self-as-instrument: Self inquiry as a clinical and uni...
Schedule

IN-PERSON: Learning. Life. Work

Part of the Focus on Pedagogy Series
Engaging Critical Access in Remote and Hybrid Pedagogies
M. Johnson et al.
1:30 pm - 3:00 pm

Abstract

The pandemic initiated a broad cultural shift towards opportunities for online work and social gathering. This shift responded to long-time demands from disabled people for more remote access, but did not contribute to histories of disability activism and community care. Drawing on recent scholarship in critical access studies, which suggests that we should bring a critical lens to the aims of access and that access always has the potential to make a critical intervention, we argue that hybrid/remote practices are necessary to facilitating access and social participation but could more directly contribute to the aims of disability and social justice movements. As practitioners who are broadly focused on higher education and participatory research, we understand remote access—across the contexts of work, activism, and leisure—to be a foundational practice for learning, life, and work, yet one that demands a critical perspective and an awareness of its connection to disability community. As such, our presentation will be structured as a conversation in which we reflect on our distinct contexts and practices, and describe the ways we enact critical access in our hybrid work, teaching, and research. Positioned from our three distinct but related areas of practice—classroom pedagogy, program facilitation, and community engagement—we discuss the potential and politics of including hybrid/remote components in these domains. We also share our experiences of the “access frictions” that can emerge from such approaches, investigating the ways such frictions can reinforce or exacerbate inequalities and social and economic injustices for disabled people.

Biography

Megan A. Johnson is a performance scholar, singer, arts administrator, and dramaturg. Megan holds a PhD in Theatre & Performance Studies from York University and is currently a Research Associate with Re•Vision: The Centre for Art and Social Justice at the University of Guelph. Her research centers on disability art and performance, critical access studies, infrastructural politics, public and cultural policy, and environmental studies.

Eliza Chandler is an Associate Professor in the School of Disability Studies at Toronto Metropolitan University where she teaches and researches in the areas of disability arts, critical access studies, and social movements. She leads a research program focused on disability arts and crip cultural practices. Chandler is also a practicing curator.

Jodie Salter, PhD, is a Writing Specialist on the Learning and Curriculum Support Team at the University of Guelph. For almost two decades, she has taught writing and communications and supported faculty, staff, and graduate students with all genres of academic writing and project management. Jodie is also a Research Associate III with Re•Vision: The Centre for Art and Social Justice.