I am surprised to know some of the statistics. The list of key terms is very helpful as well; it makes me aware of how I should use my language more carefully. I am glad to know who the staffs can go to if the staffs experience bully, harassment and/or discrimination.
One of the key questions is ‘How do we decolonise disability?’ Staff recruitment is going to be quite tricky. How do we ensure we decolonise the recruitment process; and make sure it’s not tokenism? Perhaps make sure we have at least one member of minority on the panel; but then how do we make sure he/she has a voice. As long as we have the process of face-to-face interview, how do we make sure the visual appearance is not a part of the consideration? These are all questions worth asking.
Different models/frameworks of disability, as well as different ways of seeing disability, are very inspirational. As Michel Foucault notes in The Archaeology of Knowledge, ‘a statement always belongs to a series or a whole, always plays a role among other statements.’1 Knowing and understanding the framework, of which we talk about disability, is a necessary step towards freeing ourselves from the problematic serotypes.
For example, I am thinking I should make every material available to everyone (inclusive by design), instead of making them only available to disable students.
1 Foucault, Michel, (2002 [1972]), The Archaeology of Knowledge, (London: Routledge), 111.
You write “Different models/frameworks of disability, as well as different ways of seeing disability, are very inspirational”, but I don’t think “inspirational” is the right word. Perhaps “enlightening” is a better word?
This video explains why many disabled people have a problem with being described as “inspirational”: https://www.ted.com/talks/stella_young_i_m_not_your_inspiration_thank_you_very_much?language=en
A transcript is also available on that link.