Department of Biological and Marine Sciences, University of Hull, Hull, HU6 7RX, UK.
CBE Life Sci Educ. 2024 Sep;23(3):es7. doi: 10.1187/cbe.23-10-0195.
Society and education are inherently ableist. Disabled people are routinely excluded from education, or have poorer outcomes within educational systems. Improving educational experiences and outcomes for people of color has required educators to design antiracist curricula that explicitly address racial inequality. Here, we explore parallel antiableist approaches to bioscience education in an essay coauthored by a disabled bioscience student and able-bodied faculty member in bioscience. Our work is underpinned by Critical Disability Theory and draws on disability and pedagogical scholarship as well as our own experiences. The biosciences has a unique need to confront its history in the discredited pseudoscience of eugenics, which has led to discrimination and human rights abuses against disabled people. We provide a brief history of the relationship between biological sciences research and eugenics and explore how this legacy impacts bioscience education today. We then present a recommended structure for antiableist biology education. Our approach goes beyond providing disability access, to a model that educates all students about disability issues and empowers them to challenge ableist narratives and practices.
社会和教育本质上是有偏见的。残疾人经常被排除在教育之外，或者在教育系统中的结果更差。为了改善有色人种的教育体验和结果，教育工作者必须设计出反种族主义课程，明确解决种族不平等问题。在这里，我们探索了一篇由残疾生物科学学生和健全生物科学教师共同撰写的文章中，生物科学教育中的平行反残疾方法。我们的工作以批判残疾理论为基础，借鉴了残疾和教学方面的学术著作以及我们自己的经验。生物科学有一个独特的需要，那就是直面其在被揭穿的伪科学优生学中的历史，这导致了对残疾人士的歧视和侵犯人权行为。我们提供了生物学研究与优生学之间关系的简要历史，并探讨了这一遗产如何影响当今的生物科学教育。然后，我们提出了一个反残疾生物学教育的推荐结构。我们的方法不仅仅是提供残疾通道，而是建立一个向所有学生传授残疾问题的模式，并赋予他们挑战残疾叙事和实践的能力。
