Rethinking Power and the Complexities Between Critical Disability Studies and Decoloniality in Higher Education

This chapter explores the intersecting facets of people with disabilities and open distance learning. It examines how the increased decolonization of higher education (HE) and experiences for students with disabilities in a South Africa university can be positively and negatively affected. We relate the biggest issues to the institutional level strategic support, personnel preparation and understanding, policy reflection and planning, inclusive programs, and student engagement. Above all, how disability inclusion drive change is reflected through decolonized Student Walk system that has been conceptualized can play a pivotal role in the education of students with disabilities. It found structural discrimination; staff and students alike poorly understood social injustices, suggesting there are more obstacles than opportunities for further decolonization in HE. The chapter suggests that several contradictory institutional support programs need to be decolonized and integrated within inclusive teaching and student support.