Toward an inclusive model of journalism education: Exploring factors shaping the classroom experience of a visually impaired instructor
Abstract
Diversity, equity, and inclusion of visually impaired educators remain underexplored, particularly in fields that are heavily visually oriented, such as media and journalism. Drawing on the perspectives of 24 sighted journalism students in Egypt, this study investigates the factors that shape the classroom experience of a blind instructor, focusing on the interplay between pedagogical practices, student engagement, and institutional support. Using data collected through electronic interviews, the research examines how these dynamics influence student perceptions of competence, collaboration, and inclusion, as well as their broader attitudes toward disability. Findings highlight the complex relational and institutional processes that contribute to effective inclusion. Students’ engagement, combined with adaptive teaching strategies and systemic support, facilitated an environment in which disability was decoupled from assumptions of incompetence, allowing professional capabilities to be foregrounded. The study situates these insights within the framework of critical disability studies, emphasizing the social and structural dimensions of inclusion rather than framing success as an individual achievement. By conceptualizing inclusive pedagogy as a dynamic, multi-stakeholder process, this research offers a model for integrating visually impaired educators in visually oriented disciplines and contributes to broader discussions on dismantling ableist norms and fostering equitable academic environments.