Learning by doing it wrong: an autoethnography inviting critical reflection of lecturers’ disability awareness

Abstract

Unawareness of student diversity among lecturers in higher education remains a barrier for some students’ opportunities to participate in educational settings. In this autoethnography, cultural unawareness of diversity in regards of disabilities, is the practice under inquiry. This piece elucidates my personal journey towards increased disability awareness and a more inclusive teaching practice. The aim is to offer my story as a pedagogical tool to prompt self-reflection. You are invited to connect with my story through your own experiences and partake in a critical reflection on diversity awareness and–for those of you who teach–on ways in which you create an inclusive or excluding learning environment for disabled students in your courses.