Ableism in educational trajectories and the production of access fatigue

Authors

DOI:

https://doi.org/10.1590/2175-6236141797vs01

Keywords:

Access Fatigue, Ableism, Educational Trajectories, Neoliberal Policies

Abstract

This article aims to examine the implications of the ableism in the production of access fatigue as it is experienced by black disabled women throughout their educational trajectories. The research is based on feminist disability studies and disability studies in education. The information was obtained through a sociodemographic form and in-depth autobiographical interviews applied to 12 participants from different regions of Brazil. The results show that ableism exists at an intersection with other oppressive systems and is associated with the neoliberal belief that striving for rights is an individual responsibility. This creates structural and interpersonal barriers to claiming the right to access within educational contexts and generates access fatigue.

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Author Biographies

Marivete Gesser, Universidade Federal de Santa Catarina (UFSC), Florianópolis/SC – Brasil

Marivete Gesser has a PhD in Psychology from the Federal University of Santa Catarina (UFSC) with a Post-doctorate at the State University of New York/Stony Brook/USA. She works as an associate professor in the Department of Psychology at UFSC and coordinates the Center for Disability Studies (NED-UFSC). She receives funding from the CNPq-PQ grant level 1D.

Valéria Aydos, Universidade Federal do Pampa (UNIPAMPA), Uruguaiana/RS – Brasil

Valéria Aydos has a PhD in Social Anthropology from the Federal University of Rio Grande do Sul, and is a professor on the Medicine course at the Federal University of Pampa. She is Co-editor-in-Chief of the international journal Cahier franco-latino-américains d’études sur le handicap and coordinates the Brazilian Group of Studies on Disability, Society and Culture. She also works for the Disability and Accessibility Committee of the Brazilian Anthropology Association (ABA), in addition to being a member of ABRAÇA (Brazilian Association for the Rights of Autistic People). In her latest projects, she has focused her interests on emancipatory research on the intersectionality between autism, gender, race and social class in processes of inclusion of people with disabilities in the labour market and education.

Pamela Block, Western University, London/ON – Canadá

Pamela Block is a Professor of Cultural Anthropology at Western University. Dr. Block studies the experience of disability at the individual, organizational, and community levels, focusing on disability social movements (justice and rights) and disability oppression (eugenics, sterilization, mass incarceration and extermination). She is interested in multiple marginalization and the intersections of gender, race, poverty and disability in Brazil, the United States and Canada. Most recently, she is a partner in a major international exchange project funded by the Coordination for the Improvement of Higher Education Personnel (CAPES) 2019-2022 to analyze the intersections of violence, gender, sexuality and diversity. She is a Fellow of the Society for Applied Anthropology and former president of the Society for Disability Studies.

Paula Xavier da Silva, Universidade Federal de Santa Catarina (UFSC), Florianópolis/SC – Brasil

Paula Xavier da Silva: Undergraduate student of Psychology at Federal University of Santa Catarina (UFSC). Scientific initiation scholarship (PIBIC) at the Center for Disability Studies (NED-UFSC) between 2022-2023.

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Published

2024-11-06

How to Cite

Gesser, M., Aydos, V., Block, P., & Silva, P. X. da. (2024). Ableism in educational trajectories and the production of access fatigue. Educação & Realidade [Education & Reality], 49. https://doi.org/10.1590/2175-6236141797vs01

Issue

Vol. 49 (2024)

Section

Disability Studies in Education

License

Copyright (c) 2024 Educação & Realidade [Education & Reality]

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This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal uses Creative Commons license Attribution 4.0 International (CC BY 4.0).

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