The video “Friends and Strangers” delves into the life of artist Christine Sun Kim, who is deaf. In the video, Christine shares a part of her past where she faced challenges accessing desired classes due to the absence of an interpreter. Later on, albeit in a different context, she touches upon the prevalent issue of financial debt in the USA, highlighting the socioeconomic disparities in the USA. While it was not explicitly mentioned by Christine, one can suppose a logic that while individuals from affluent backgrounds may not experience financial burdens, those from lower socioeconomic statuses often grapple with debt.
Although the video doesn’t explicitly connect disability with socioeconomic status, it prompted me to contemplate the intersectionality of these factors. It’s evident that disabled individuals, like Christine, despite their talents, willingness, and motivation, often encounter barriers that hinder their full potential. Equal opportunities, such as access to desired classes, are crucial for individuals to flourish and contribute meaningfully in their chosen fields. By fostering an environment where individuals can fully express themselves, they are more likely to excel in their endeavours, potentially mitigating financial debt.
How does this relate to my teaching practices? The most important consideration is to give equal opportunities to all students. Teaching practices should not say “no” to certain students due to their disability. Everyone has the right to be educated equally, and to say “no” to students just because of their disability would not be in line with this thought of equal opportunity. Conversely, educators should not be biased towards non-disabled students. Students may be aware of tutors being partial to a certain subgroup of students, and this may, in turn, have negative impact on the performance of those who are not favoured. However, these are things that are easier said than done, and I, just like any other tutor, can be vulnerable to unintentional biases. Therefore, it is important that I educate myself on how there can be unconscious biases.
Hi Young-Jin. Thanks for sharing your thoughts in response to Christine Sun Kim’s video – I enjoyed reading them!
You started to make valuable connections between disability and socioeconomic background. There’s evidence to suggest that disabled people in the UK are more likely to be unemployed or underemployed, and/or live in poverty. There are also lots of additional costs if you’re disabled. (See https://www.scope.org.uk/campaigns/extra-costs/disability-price-tag-2023/#Disability-Price-Tag-2023-the-extra-cost-of-disability)
I’m wondering what the implications might be for your teaching practices, in practical terms? You mention equal opportunities to access classes, for example – what does this look like in practice?
Hello Carys, thank you for your lovely comment! Ah, it’s one of those things that are easier said than done, but here goes my reply. I think there are largely two approaches, a passive one and an active one. The passive approach is to simply not say “no” when opportunities arise for students with disabilities. However, actively, I can work on ways to make the student valued and empower them. I can set up various employment related events. I should also realise that I have support around me. Rather than trying to deal with everything on my own, I can approach the UAL disabilities services or student support office to gain further resources that can benefit students with disabilities in classroom.
Thanks for your reply, Young-Jin! You’re right – there’s definitely support for colleagues in creating a disability-inclusive environment. The Disability Inclusion Toolkit on Canvas may prove helpful as you consider how to empower students… https://canvas.arts.ac.uk/sites/explore/SitePage/45680/disability-inclusion-toolkit
Hello Carys, thank you for this!
Young-Jin, your blog post highlights an important intersection between disability and socioeconomic status, as seen through Christine Sun Kim’s experiences and the broader implications for educational practices. It’s interesting to consider how barriers like lack of access to interpreters can affect talented individuals like Christine, limiting their opportunities to fully contribute and succeed in their fields.
I also enjoyed your reflection on teaching practices. Ensuring equal opportunities for all students regardless of disability is fundamental to encouraging a supportive learning environment. Recognising and addressing potential biases, whether conscious or unconscious, is a vital step towards creating a fair and inclusive classroom. Education and awareness about these biases are key to promoting equal educational experiences.
As you pointed out, achieving this isn’t always easy, but your commitment to educating yourself on unconscious biases is great. I believe it’s through continuous learning and reflection that we can move towards creating equitable learning environments where every student feels valued and can thrive.
To further enhance your approach, you could reach out to UALs disability services or student support office to collaborate on inclusive teaching strategies. They might be able to provide valuable insights, resources that can benefit students with disabilities in your classroom.
Hello James, thank you so much for your reply. I think learning how to be aware of things is never easy (for how would one be aware of things that one is not aware of?). However, it’s important to know that there is support around – and to know where to look. For example, you mentioned the UAL disability services. Getting help from them may help me understand things I had not been aware of. Thank you.
Hi Young-Jin,
Your reflection on Sun Kim’s video resonates with me, particularly when you highlight the intersection between disability and socioeconomic status. I find this particularly interesting and a core factor for unblocking inclusive practices, and wonder how we could all help develop inclusivity as a culture through our teaching while drawing on that perspective. It would be great to hear about any practice you might already do in regards to this, or any sort of approach or activity you might have tried.
I also found very interesting your considerations in regards to non-disabled students. I think factoring in how any inclusive practices are perceived by the wider community is important and have huge implications on how they are adopted and developed. Ultimately, intersectionality is about acknowledging individual identities, so inclusivity should work to cover everyone’s identity, their teaching-learning processes and ways to experience the world.
I have enjoyed your thought-provoking post, and look forward to discussing the topic further!
Hello Sonia, thank you for your message – I agree with you 🙂 I think all great things start with the acknowledging of individuals. That should be the platform from which we can take more proactive action.
Thank you for this thoughtful reflection on Christine Sun Kim’s experiences and their implications for teaching practices, Young-Jin. Your emphasis on equal opportunities for all students, regardless of disability, is crucial. It’s commendable that you acknowledge the potential for unconscious biases and the importance of self-education in this area. To build on your insights, consider incorporating specific strategies to address these biases, such as regular training on inclusive teaching methods (thinking techniques that are not created by top-down culturally dominant institutions) and seeking feedback from students on their classroom experiences. This proactive approach can help ensure a truly equitable and supportive learning environment for all students.
Hello Joao, thank you for your comment. I absolutely agree on the point regarding taking a proactive stance. Gaining (anonymised) student feedback is absolutely essential. Sometimes we don’t know everything and it’s healthy to acknowledge this and keep an eye on what students think of the current practices we do.