Resources search

A preliminary study to understand how mainstream accessibility and digital Assistive Technologies reaches people in Lower- and Middle-Income countries

JAHAN, Nusrat
BARBARESCHI, Giulia
ARANDA JAN, Clara
MUTUKU, Charles Musungu
RAHMAN, Naemur
AUSTIN, Victoria
HOLLOWAY, Catherine
2020

Expand view

There is little that we know about how mainstream accessibility and Digital AT in practice reaches people in lower and middle-income countries (LMICs). In this study, eight experts were interviewed who are established in the domain of training people with disabilities, advising on policy and facilitating access and Digital AT, and shared their diverse experiences. The insights we assimilate from these conversations should help developers of accessibility and Digital AT solutions to more effectively deliver products and services to those in need. The same insights should also provide a better understanding of the market to business strategists to deliver pathways to accessibility and Digital AT.

Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school

DEWILDE, Joke
SKREFSRUD, Thor-André
2016

Expand view

The development of an inclusive pedagogy takes on new urgency in Norwegian schools as the student body has become increasingly culturally and linguistically diverse. Traditionally, the Norwegian school has been dominated by homogenising and assimilating discourses, whereas alternative voices have been situated at the margins. In response to this tendency, we present two transcultural students’ autoethnographic stories produced in alternative spaces to the Norwegian mainstream, that is, in a transition class for newly arrived students and on Facebook. Both spaces are perceived as contact zones in the sense that they are culturally and linguistically complex. This article illustrates how the students perform cultural and linguistic resistance towards dominant homogenising discourses as the transition class and Facebook seem to offer opportunities for constructing alternative stories. Moreover, we contend that these alternative stories offer important knowledge for conventional education contexts since they represent stories of competence in contrast to the assumed limitations of these students.

E-bulletin