The social production of disability through inclusion policies and programmes: the cases of three Chilean universities

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dc.catalogadoryvc
dc.contributor.authorMasihy Vega, Tiare
dc.contributor.authorNavarro Ibañez, Martin
dc.contributor.authorInfante Jaras, Marta Del Rosario
dc.date.accessioned2025-11-28T19:29:14Z
dc.date.available2025-11-28T19:29:14Z
dc.date.issued2025
dc.description.abstractAs educational systems have expanded, inclusion has become a global educational demand and a central component of contemporary educational policies. Higher education faces challenges in ensuring access, retention, and graduation for underrepresented groups, particularly students with disabilities. Consequently, it is essential to analyse how inclusion policies function in practice. This article explores how higher education policies and narratives influence the construction, redefinition, and questioning of disability and inclusion. We analysed the inclusion policies and narratives of three universities in Chile, along with insights from staff members of their inclusion programmes. We adopted a post-qualitative approach informed by Deleuzoguattarian assemblage theory and Michael Feely’s three-stage analytic process, using Suzanne Mettler’s policyscape framework to trace the relational dynamics. We observed that while ableism strongly influences policies, narratives, and subject formation in higher education, regulatory processes around disability also allow for subverting material agencies and fostering new relationships. This article promotes a deeper analysis of ableism within institutional diagnoses in higher education to enhance understanding of educational experiences beyond pedagogical dimensions. This implies incorporating social, emotional and other aspects into educational policies and programmes. We propose improvements to university inclusion and disability policies for international implementation and adaptation.
dc.fechaingreso.objetodigital2025-11-28
dc.format.extent23 páginas
dc.fuente.origenORCID
dc.identifier.doi10.1080/23322969.2025.2590060
dc.identifier.urihttps://doi.org/10.1080/23322969.2025.2590060
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/107179
dc.information.autorucFacultad de Educación; Masihy Vega, Tiare; S/I; 1246349
dc.information.autorucInstituto de Sociología; Navarro Ibáñez, Martin; S/I; 236065
dc.information.autorucFacultad de Educación; Infante Jaras, Marta del Rosario; 0000-0003-0295-1478; 67036
dc.language.isoen
dc.nota.accesocontenido parcial
dc.revistaPolicy Reviews in Higher Education
dc.rightsacceso restringido
dc.subjectPolicy
dc.subjectHigher education
dc.subjectDisability inclusion
dc.subject.ddc370
dc.titleThe social production of disability through inclusion policies and programmes: the cases of three Chilean universities
dc.typeartículo
sipa.codpersvinculados1246349
sipa.codpersvinculados236065
sipa.codpersvinculados67036
sipa.trazabilidadORCID;2025-11-24
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