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Thinking rhizomatically and becoming successful with disabled students in the accommodations assemblage: Using storytelling as method.

Authors
  • Epstein, Iris1
  • Rose, Jarrett R2
  • Juergensen, Linda3
  • Mykitiuk, Roxanne4
  • MacEntee, Katie5
  • Stephens, Lindsay6
  • 1 School of Nursing, York University, Toronto, Ontario, Canada. , (Canada)
  • 2 Department of Sociology, York University, Toronto, Ontario, Canada. , (Canada)
  • 3 Watson Lake Community Health Centre Health and Social Services, Community Health Programs, Watson Lake, Yukon, Canada. , (Canada)
  • 4 Osgoode Hall Law School, York University, Toronto, Ontario, Canada. , (Canada)
  • 5 School of Nursing, Faculty of Health, York University, Toronto, Ontario, Canada. , (Canada)
  • 6 Geography and Planning, University of Toronto, Toronto, Ontario, Canada. , (Canada)
Type
Published Article
Journal
Nursing Inquiry
Publisher
Wiley (Blackwell Publishing)
Publication Date
Jul 01, 2022
Volume
29
Issue
3
Identifiers
DOI: 10.1111/nin.12475
PMID: 34800327
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

The number of disabled students enrolled in higher education institutions is increasing. Yet in disciplines such as nursing, where placements are an important part of student success, students' lived experiences, though an important and necessary aspect of promoting equity, diversity, and inclusion, has been ignored. In this paper, we respond to such issues by creating and utilizing a novel storytelling method that harnesses the antiessentialist philosophy of Deleuze and Guattari. Storytelling empowers students to both describe their experiences and inform institutions on how to better serve them, and we use concepts from Deleuze and Guattari to provide a framework for thinking about students and their pathways toward success as multiple. As we show, applying storytelling as a method through this lens offers an expansion of strategies to put students first and, therefore, promote equity at the administrative, research, educational, and practical levels. We describe how thinking rhizomatically opens new avenues of insight, allowing for the creation of institutional assemblages based on a diverse array of students' needs, enabling them to become successful in their own ways. © 2021 John Wiley & Sons Ltd.

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