An Exploration of Disability Representation in University Policies.

• In Event: Dissertation workshop session
  In Special Session: Inclusive Education

Proposal

Institution University of Western Cape
Faculty Supervisor Professor Patricio Langa
Research Tittle An Exploration of Disability Representation in University Policies.
Research Intent
The scanty research evidence that explores the complexity of the gap between policy and practice on disability in African Higher Education seems to suggest that a gap exists between policy and practice (Mutanga 2017, Chitaika 2010, Mutswangwa 2014, Fotim 2010, Howell 2010). This study seeks to enhance understanding of the gap between policy and practice by looking into how disability is framed at institutional level in University of Zimbabwe and University of Cape Town. This research intends to extend the debate by examining the policy framing spaces in universities by critically examining how they are representing disability in their policies.
Objectives
1. To investigate the underlying assumptions about disability and how these influence the representation of students with disabilities in university policies
2. To unpack how representation of disability in university policies impact on students with disabilities.
3. To suggest ways of rethinking disability that can advance inclusion of students with disabilities in university spaces
Main Research Question
How is student disability represented and implemented within current university policies at the University of Zimbabwe and the University of Cape Town?
Sub-questions
1. What and whose presuppositions or assumptions underpin this representation of disability in university policies?
2. What effects are produced by this representation of students with disability in university policies?
3. What different ways of rethinking disability can advance the inclusion of students with disabilities in university spaces?
Theoretical Approaches
To gird the process of exploring the above research questions the study will be guided by two frameworks namely: “What’s the problem represented to be? (WPR) and Civic epistemology. WPR is an approach to policy analysis developed by Carol Bacchi (1999). The framework claims that policies contain implicit representations of the 'problems' they appear to address. Bacchi (2009) notes that the questions in the framework allow for a critical engagement with a topic. Using WPR framework for this study will assist me to subject disability representations in University of Zimbabwe and University of Cape Town policies to critical scrutiny and unearth the underpinning notions. Civic epistemology (Jasanoff 2005) the framework will help in examining cultures and institutional practices that shape what kinds of knowledge count in policy processes and how this knowledge is evaluated (Jasanoff (2005). Miller (2005) notes that civic epistemologies are styles of knowledge making and thus have implications for policies.
Research Approach
This research will use a qualitative approach, which is particularly suitable for in-depth evaluation of complex issues Creswell (2014). Since concepts like disability and inclusion continuously evolve, qualitative research is appropriate to provide detailed information on how representation of disability takes place (Denzin & Lincoln 2018). A combination of policy analysis and expert interviews will be used to allow integration of political and social perspectives into one analysis (Harden, 2010; Creswell & Poth, 2016). In terms of design, a cross-national comparative study will assist me to examine institutional and contextual differences in how disability is represented in university policies in two different country contexts. The selected universities include the University of Zimbabwe established in 1952 and The University of Cape Town established in 1829. The two selected universities are the first and oldest flagship universities in their countries (Teferra 2017). Both universities have colonial and apartheid historical legacies and as pioneering traditional institutions it will be interesting to reflectively critique disability policies at university level. Comparing the disability policies of two different flagship universities in two different countries will be particularly useful because our understanding of social phenomena can be enhanced when they are compared in relation to different meaningfully contrasting situations (Bryman, 2004, Teferra 2017). A comparison of Zimbabwe and South Africa will allow for enough variables to be constant so that interesting points of similarity, difference, and possible causality can be focused on and thoroughly explained (Paige 1999; Mahoney & Rueschemeyer 2003). Therefore, a comparative study design will help obtain an in-depth description of issues, challenges and proposals related to how disability is represented in policy framing Yin (2014). Disability inclusion is a global phenomenon, and a comparative analysis can provide a deeper understanding of how the phenomenon is constructed within different cultural and national contexts Hans (2013).



Status on Research

I am currently in the data collection phase of my dissertation.

Author

• Fadzayi Marcia Maruza, University of Western Cape