Professors withDisabilities in HigherEducation
高等教育中的身障教师

-- 中美两国高校身体残障教师
质性研究Presenter: Mi Zou邹蜜

M.Sc., School of Education, Syracuse University

雪城大学教育学硕士Question for you热身问题• Can you recall any teachers or faculties you
recognized as with disabilities or they revealed theirdisabilities themselves during your school career?
• 在求学生涯中，你是否遇到过残障教师或声称自己有残障的教师？

Research questions
研究问题• 1. How do disabilities impact the establishmentof teachers’ identity or/and the functions ofteachers in higher education context and• 一. 在高等教育环境中，身体残障是如何影响教师身份的形成以及执行教师的职能的？
• 2. Does accommodation impact them onestablishing their identity as teachers or/andperforming functions as teachers?

• 二. 合理便利是否对教师身份的建立以及教师执行教学
职能产生影响？

Literature review
文献综述
• Three books 三本书- Enhancing Diversity: Educators with disabilities- The Teacher's Body: Embodiment, Authority, and Identity in the Academy- Disabled faculty and staff in a disabling society: Multiple identities in highereducation• One article 一篇论文• student teachers (2015);• Two articles 两篇论文
• UK and Finland Joint Research in Tertiary Education

Positionality出发点• I, as a teacher with disability• This influence my capability to filter, skew, shape,
block, transform, construe and misconstrue what
transpires from the outset of a research project to its
culmination in a written statement. (Peshkin, 1998)• 我的身份：一名残障教师• 非体制内的、校外的、英语培训……

• 所有这些个人观点都会从研究的一开始即影响我过滤、曲解、塑造、屏蔽、转化以及误解，直至在写作中体现。

Methods and procedures
方法与过程• – Open-ended question interviews• – 开放性问题访谈• – Classroom observation• – 教室观察• – Critical narrative analysis (Marshall &Rossman, 2016) 关键叙述分析– sociolinguistic approaches, including critical discourse analysis, conversation
analysis can be used to answer questions like “How identity is established andreproduced.” (Marshall & Rossman, 2016)

Methods and procedures
方法与过程• Demographics of the Participants 受访者基本资料
Nationality
国籍

Age年龄

Year in teaching at
the time of theinterview
工作年限

Teaches at
学科

Diagnosed
医学诊断

Teacher A
A老师Chinese中国

Late 30s

10 years
10年

Education
教育

As a child, verbal andsign language幼年，助听器，口语、手语Teacher B
B老师American
美国

Late 50s

13 years
13年

Law
法学

Born deaf, signlanguage
出生后，手语

Teacher CC老师American
美国

Early 60s

Over 20超过20年

Writing
写作

Born visual impairment,service dog
出生后，导盲犬

Teacher D
D老师Chinese
中国

Early 50s

Over 20超过20年

Law
法学

As an adult, use
wheelchair
成年，轮椅使用者

Teacher E
E老师American美国

Late 50s

Over 20超过20年

Bioethics生物伦理学

As a teenager, use
wheelchair
青少年，轮椅使用者

Codes Themes
编码 主题
Break stereotype ofteachers
打破老师刻板印象

Form new type ofteacher-student
relationship
建立起新类型的师生关系

Insufficientaccommodation
disrupts teaching
合理便利不到位破坏
教学活动CodesThemes• Theme 1: Break the stereotype of teachers.
• 主题1：打破老师刻板印象

Theme 1: Break the stereotype of teachers.
主题词一：打破教师刻板印象Standing站立

Teacher A

Teacher B

Verbal口语Presentation(Chalk Board)课堂呈现（黑板）Verbal & Signlanguage
口语/手语Sign language/CART
手语/实时字幕

Projector
幻灯片

F2F Communication(recognize students byface) 面对面交流（通过脸识别学生）

Projector
幻灯片

Teacher CTalking
computer/scanner电脑语音/扫描仪

Recognize by voices通过声音辨识

Teacher D

Online chatting
software网络聊天软件
Projector
幻灯片

See through Webcam
通过网络摄像机

Teacher EUsingwheelchair使用轮椅

Future research未来研究• Expand participants to all stakeholders –students, admins, colleagues and parents• 因为这次只限于对于残障教师的访谈，但是身份的认定牵涉到更多的利益相关方——学生、学校管理人员、同事等等。
• Various types of disabilities• 更多身心障碍类型• Other education levels – elementary schools• 其他教育层次——中小学• Questions and comments are welcomed.

Thank you for listening.
感谢聆听，欢迎指正！
Email: mzou01@syr.edu