Academic identities and socio-spatial exclusions of academics with disabilities: a capabilities approach

Abstract

Research on the experiences of academics with disabilities regarding access to higher education spaces is vast, but not much has been done to assess if such research goes beyond analysing physical spaces. This paper follows the capabilities approach to contribute knowledge in this regard, drawing from research conducted in one South African University. Ten academics with disabilities were interviewed, and data were analysed thematically. Findings suggest that it is not enough for academics with disabilities to be employed at the University. Denial of social and physical access to various spaces has epistemic and professional advancement implications. The possibilities for alternative spaces and freedom of choice to function optimally for academic identity advancement can still be enhanced. The paper makes recommendations that can be explored for policy and practice to advance human development of academics with disabilities.