Access in the Shadow of Ableism: A Collaborative Autoethnography on Higher Education Experiences of a Blind Student in China

Paper Title

Access in the Shadow of Ableism: An Autoethnography of a Blind Student's Higher Education Experience in China

Publication Info

• Topic area: Accessibility and disability in higher education within the context of Chinese socio-political and institutional systems.
• Keywords: Accessibility, disability, higher education, blind students, ableism, China, autoethnography, special education, mainstream education, socio-political structures.

Background and Problem

• Problem / challenge: Accessibility efforts in higher education often fail to address systemic ableism and broader socio-cultural barriers, particularly in non-WEIRD contexts like China. Existing policies and practices are limited, inconsistent, and often reinforce ableist norms.
• Significance: Understanding and addressing these limitations is crucial for creating equitable educational opportunities for disabled students, particularly blind and low-vision (BLV) individuals, in underexplored cultural contexts.
• Motivation and related work: Prior research in accessibility has largely focused on WEIRD societies, with limited attention to the socio-political and institutional influences in other regions. This study builds on critical disability studies and autoethnographic methods to explore the lived experiences of a blind student navigating higher education in China.

Solution

• Proposed approach: An autoethnographic study analyzing the experiences of a blind student (co-author Zhang) in two distinct higher education institutions in China: a specialized program for BLV students and a mainstream university.
• Novelty:
  1. Provides a first-hand account of higher education accessibility in China from a blind student’s perspective.
  2. Conceptualizes access as a contradictory construct shaped by ableist structures, rather than a straightforward solution to ableism.
  3. Highlights systemic tensions in both specialized and mainstream education systems.
  4. Proposes actionable implications for institutions, policymakers, and researchers to improve accessibility.
• Procedure and key techniques:
  • Collection of personal narratives and reflections by Zhang, focusing on his experiences at two institutions.
  • Reflexive thematic analysis to identify patterns and tensions in accessibility practices.
  • Integration of social media content and iterative discussions to refine themes and insights.

Results

• Concrete findings:
  • Specialized education (University A) provided accommodations but reinforced marginalization through limited academic options, outdated resources, and ableist teaching practices.
  • Mainstream education (University B) lacked established policies, relied on ad hoc accommodations, and pressured students to conform to sighted norms.
  • Both institutions were constrained by systemic issues, including inadequate resources, inaccessible technologies, and insufficient disability awareness.
• Advantage over baselines:
  • Offers a unique cultural perspective on accessibility in China, contrasting with predominantly WEIRD-focused studies.
  • Highlights the interplay between individual advocacy and systemic barriers in achieving access.
• Experiments / evaluation:
  • Autoethnographic method with over 20 vignettes categorized into themes such as instructional design, physical environments, and digital accessibility.
  • Reflexive thematic analysis to explore broader implications of Zhang’s experiences.
• Limitations and future work:
  • Reliance on a single participant’s narrative may introduce bias; findings are not generalizable but provide valuable insights.
  • Future research should incorporate diverse perspectives, longitudinal studies, and comparative analyses across institutions and cultural contexts.

Summary

This study provides an autoethnographic account of a blind student’s experiences in Chinese higher education, revealing systemic tensions in accessibility within both specialized and mainstream institutions. It highlights how access is constrained by ableist structures, limited resources, and socio-cultural norms, requiring disabled students to navigate and adapt to these barriers. The paper argues for understanding access as an ongoing, exploratory practice rather than a definitive solution to ableism. By centering tensions, incorporating life-course perspectives, and exploring radical futures, the study offers actionable insights for improving accessibility and fostering disability justice in diverse educational contexts.