Ableism in the Academy: A Series About Disability Oppression and Resistance in Higher Education
Bibliographic record
Abstract
This special series offers the readers of Critical Education groundbreaking work by scholars who explore a myriad of issues related to how ableism manifests and is resisted in higher education. Ableism is defined as the idea that able-bodiedness/mindedness is a preferred way of being in society. In this series introduction we, the editors, recount our own orientations to the themes that are brought forth in the special issue. Subsequently, we synthesize the innovative themes that have emerged in the eight manuscripts that are a part of this special issue, including: 1) Asking: from whose perspective should we learn about disability experiences in higher education?; 2) Describing the critically-oriented theoretical perspective employed across the manuscripts, all of which align to a disability studies perspective; 3) Questioning who is invited to participate and thrive in the academy; and 4) Exploring tactics used to create change and breakdown ableist structures that persist in the academy. Ultimately, we feel the implications of the work undertaken by the authors in this special issue are far-reaching and encourage the increased citizenry of disabled people, elevate the social positioning of disabled people in higher education settings, and ultimately reframe what it means to be labeled as disabled.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".