Towards a pedagogy of accessibility: The need for critical learning spaces in media accessibility education and training

Until now, the debate on education and training in accessibility has largely ignored the core competences of the accessibility expert, as it has tended to focus exclusively on context- and field-related skills. Looking at the case of media accessibility through the critical lens of accessibility stu...

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Autor: Greco, Gian Maria|||0000-0002-8714-6349
Tipo de recurso: artículo
Fecha de publicación:2019
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:221537
Acceso en línea:https://ddd.uab.cat/record/221537
Access Level:acceso abierto
Palabra clave:Accessibility
Accessibility expert
Accessibility studies
Audiovisual translation
Critical learning spaces
Critical theory
Curriculum design
Guidelines
Implicit bias
Media accessibility
Medical model of disability
Pedagogy of accessibility
Practice
Proactive approaches
Social model of accessibility
Social model of disability
Stigmatization
Universalist account
User-centred approaches
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spelling Towards a pedagogy of accessibility: The need for critical learning spaces in media accessibility education and trainingGreco, Gian Maria|||0000-0002-8714-6349AccessibilityAccessibility expertAccessibility studiesAudiovisual translationCritical learning spacesCritical theoryCurriculum designGuidelinesImplicit biasMedia accessibilityMedical model of disabilityPedagogy of accessibilityPracticeProactive approachesSocial model of accessibilitySocial model of disabilityStigmatizationUniversalist accountUser-centred approachesUntil now, the debate on education and training in accessibility has largely ignored the core competences of the accessibility expert, as it has tended to focus exclusively on context- and field-related skills. Looking at the case of media accessibility through the critical lens of accessibility studies, the article calls for the development of a theoretical reflection on education and training. Such reflection could then solidly support extensive investigation of the specific skills of accessibility researchers, professionals and policy-makers, frame analyses of current programmes, and strengthen proposals for new curricula and professional profiles. The article contributes to such a reflection by advancing and discussing the inclusion of critical learning spaces within vocation- and research-oriented courses. Using the critical lens of accessibility studies, the article also investigates whether education and training in audiovisual translation and media accessibility have been mostly dominated by some discriminatory normative frameworks, such as the medical model of disability, and how this is influenced by and in turn influences practices. The article suggests that this problem requires a (re)design of education (and practices) using the tools that constitute the critical apparatus of accessibility studies, such as the human variation paradigm, the social model of accessibility, the universalist account of access, the poietic model of agency, and proactive and user-centred approaches. Ultimately, the article outlines the very first traits of a pedagogy of accessibility, that is, a systematic approach to the practice(s) of teaching and learning accessibility 22019-01-0120192019-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/221537reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengEuropean Commission https://doi.org/10.13039/501100000780 752659Agència de Gestió d'Ajuts Universitaris i de Recerca https://doi.org/10.13039/501100003030 2017/SGR-113open accesshttp://purl.org/coar/access_right/c_abf2Aquest material està protegit per drets d'autor i/o drets afins. Podeu utilitzar aquest material en funció del que permet la legislació de drets d'autor i drets afins d'aplicació al vostre cas. Per a d'altres usos heu d'obtenir permís del(s) titular(s) de drets.https://rightsstatements.org/vocab/InC/1.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2215372026-06-06T12:50:31Z
dc.title.none.fl_str_mv Towards a pedagogy of accessibility: The need for critical learning spaces in media accessibility education and training
title Towards a pedagogy of accessibility: The need for critical learning spaces in media accessibility education and training
spellingShingle Towards a pedagogy of accessibility: The need for critical learning spaces in media accessibility education and training
Greco, Gian Maria|||0000-0002-8714-6349
Accessibility
Accessibility expert
Accessibility studies
Audiovisual translation
Critical learning spaces
Critical theory
Curriculum design
Guidelines
Implicit bias
Media accessibility
Medical model of disability
Pedagogy of accessibility
Practice
Proactive approaches
Social model of accessibility
Social model of disability
Stigmatization
Universalist account
User-centred approaches
title_short Towards a pedagogy of accessibility: The need for critical learning spaces in media accessibility education and training
title_full Towards a pedagogy of accessibility: The need for critical learning spaces in media accessibility education and training
title_fullStr Towards a pedagogy of accessibility: The need for critical learning spaces in media accessibility education and training
title_full_unstemmed Towards a pedagogy of accessibility: The need for critical learning spaces in media accessibility education and training
title_sort Towards a pedagogy of accessibility: The need for critical learning spaces in media accessibility education and training
dc.creator.none.fl_str_mv Greco, Gian Maria|||0000-0002-8714-6349
author Greco, Gian Maria|||0000-0002-8714-6349
author_facet Greco, Gian Maria|||0000-0002-8714-6349
author_role author
dc.subject.none.fl_str_mv Accessibility
Accessibility expert
Accessibility studies
Audiovisual translation
Critical learning spaces
Critical theory
Curriculum design
Guidelines
Implicit bias
Media accessibility
Medical model of disability
Pedagogy of accessibility
Practice
Proactive approaches
Social model of accessibility
Social model of disability
Stigmatization
Universalist account
User-centred approaches
topic Accessibility
Accessibility expert
Accessibility studies
Audiovisual translation
Critical learning spaces
Critical theory
Curriculum design
Guidelines
Implicit bias
Media accessibility
Medical model of disability
Pedagogy of accessibility
Practice
Proactive approaches
Social model of accessibility
Social model of disability
Stigmatization
Universalist account
User-centred approaches
description Until now, the debate on education and training in accessibility has largely ignored the core competences of the accessibility expert, as it has tended to focus exclusively on context- and field-related skills. Looking at the case of media accessibility through the critical lens of accessibility studies, the article calls for the development of a theoretical reflection on education and training. Such reflection could then solidly support extensive investigation of the specific skills of accessibility researchers, professionals and policy-makers, frame analyses of current programmes, and strengthen proposals for new curricula and professional profiles. The article contributes to such a reflection by advancing and discussing the inclusion of critical learning spaces within vocation- and research-oriented courses. Using the critical lens of accessibility studies, the article also investigates whether education and training in audiovisual translation and media accessibility have been mostly dominated by some discriminatory normative frameworks, such as the medical model of disability, and how this is influenced by and in turn influences practices. The article suggests that this problem requires a (re)design of education (and practices) using the tools that constitute the critical apparatus of accessibility studies, such as the human variation paradigm, the social model of accessibility, the universalist account of access, the poietic model of agency, and proactive and user-centred approaches. Ultimately, the article outlines the very first traits of a pedagogy of accessibility, that is, a systematic approach to the practice(s) of teaching and learning accessibility
publishDate 2019
dc.date.none.fl_str_mv 2
2019-01-01
2019
2019-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/221537
url https://ddd.uab.cat/record/221537
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv European Commission https://doi.org/10.13039/501100000780 752659
Agència de Gestió d'Ajuts Universitaris i de Recerca https://doi.org/10.13039/501100003030 2017/SGR-113
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://rightsstatements.org/vocab/InC/1.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://rightsstatements.org/vocab/InC/1.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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