Social Innovation in Higher Education from a Disability Studies Perspective
Csilla Cserti-Szauer (),
Anikó Sándor (),
Vanda Katona () and
György Könczei ()
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Csilla Cserti-Szauer: Eötvös Loránd University, Bárczi Gusztáv Faculty of Special Needs Education
Anikó Sándor: Eötvös Loránd University, Bárczi Gusztáv Faculty of Special Needs Education
Vanda Katona: Eötvös Loránd University, Bárczi Gusztáv Faculty of Special Needs Education
György Könczei: Eötvös Loránd University, Bárczi Gusztáv Faculty of Special Needs Education
Chapter Chapter 13 in Social Innovation in Higher Education, 2022, pp 273-293 from Springer
Abstract Due to the traditionally highly hierarchical nature of science, close connection with praxis is not always smooth. Participatory approaches can significantly support the balancing of power and the connection of academic theory with practice. In (Critical) Disability Studies, it is particularly important that user needs are met through co-productive design, and implementation. In this chapter after providing the theoretical foundation of (Critical) Disability Studies, our experiences are summarized in research, teaching, and service development, highlighting the strengths and challenges of the participatory approach to enrich the social innovation ecosystem. Finally, the chapter points out the adaptation and many possibilities of the participatory method that might create inclusive networks and communities in higher education.
Keywords: Persons with disability; Social inclusion; Social innovation; Disability Studies; Participatory method (search for similar items in EconPapers)
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