The uses of Internet technology within educational settings reflect particular perspectives on a host of issues including ability, race, and learning styles, but are often not examined for their implicit ideological or epistemological foundations. Web accessibility (ensuring that web content is accessible to persons with disabilities), though laden with progressive intent, is increasingly connected to neo-liberal agendas within higher education. The delivery of instruction online, and the increased use of technology in all modes of instruction positions teachers and learners within particular discursive formations and mediates instruction in ways that privilege certain epistemologies. In the present article the concept of articulation is utilized to make sense of the diverse ideological and philosophical perspectives that find a nexus in web accessibility and that are analyzed vis-à-vis the increasing technologizing of instruction. As part of this analysis, distance education technology and web accessibility standards are discussed and the notion of "marketizing" disability is explored within the context of shifts toward online instruction.
Foley, A. (2003). Distance, disability and the commodification of education: Web accessibility and the construction of knowledge. Current Issues in Comparative Education, 6(1), 27–39.