By Elizabeth Osayande

Sunday A. Adegbenro, PhD, is a research associate at the Hall Center for the Humanities at the University of Kansas, USA. He is an expert in rhetoric and composition studies with a rich academic background, including a PhD in Political Rhetoric and Argumentation from the University of Ibadan, Nigeria. Dr. Adegbenro is deeply interested in studying inclusive rhetoric, particularly how it can combat discrimination against Persons Living with Disabilities (PLWDs) in Nigeria.
Adegbenro earned his PhD from the University of Ibadan, where he focused on the power of language in shaping societal attitudes and policies. Currently, as a research scholar in the U.S., he delves into the application of inclusive rhetoric to address social justice issues, emphasizing the importance of language in reducing discrimination and fostering empathy. His work explores how universities and other institutions can effectively implement inclusive practices to support PLWDs.

In this interview, Dr. Adegbenro discusses the evolution of his research from political rhetoric to the societal implications of inclusive rhetoric, particularly in the context of the Nigerian environment.

Could you tell us about your current academic position and the primary focus of your research?

I am currently a researcher at the Hall Center for the Humanities at the University of Kansas. My research focuses on inclusive rhetoric and its role in addressing cyber and physical attacks on Persons Living with Disabilities (PLWDs) in Nigeria. This involves analyzing how language and communication strategies can reduce discrimination and foster empathy towards PLWDs.

You mentioned inclusive rhetoric in your discussions. Could you explain what this concept means and how it can positively impact Persons Living with Disabilities, PLWDs in Nigeria and around the world?

Yea, while there is no acceptable definition of what inclusion means in the context of disability studies, we can still maintain that inclusive rhetoric refers to the use of language and communication strategies that aim to respect, acknowledge, and include diverse perspectives, particularly those of marginalized or underrepresented groups such as Persons Living with Disabilities, PLWDs. This concept is influential for several reasons:

First, inclusive rhetoric promotes respect and dignity by ensuring that the language used does not marginalize or stigmatize individuals based on their disabilities. For example, using person-first language like “students with disabilities” instead of “disabled students” emphasizes the person before the disability, helping to humanize and empower PLWDs.

Second, inclusive rhetoric can help challenge and change cultural perceptions. In Nigeria, deep-seated cultural and religious beliefs often contribute to the marginalization of PLWDs. By promoting positive narratives and respectful language, inclusive rhetoric can help shift societal attitudes, reduce stigma, and foster greater societal acceptance and understanding.

In practical terms, adopting inclusive rhetoric can lead to tangible improvements in the experiences of PLWDs in Nigeria. It can help reduce instances of discrimination and exclusion, improve access to resources and support services, and create a more inclusive and welcoming academic environment. Ultimately, by fostering a culture of respect and empathy, inclusive rhetoric can contribute to the overall well-being and success of PLWDs in higher education and beyond.

Could you elaborate on the specific challenges that PLWDs face in Nigerian universities and how inclusive rhetoric can address these issues?

In Nigerian universities, Persons Living with Disabilities, PLWDs face a myriad of challenges that hinder their full participation and inclusion. These challenges include physical barriers such as inaccessible buildings and facilities, lack of appropriate learning materials, and inadequate support services. Additionally, there is often a lack of awareness and understanding among faculty and peers about the needs and capabilities of PLWDs, leading to stigma and discrimination.

Inclusive rhetoric can play a significant role in addressing these issues by promoting a language and communication culture that respects and acknowledges the rights and dignity of PLWDs. Furthermore, inclusive rhetoric can be embedded in university policies, mission statements, and official communications to ensure that inclusivity is not just an ideal but a practised reality.

In what ways can inclusive rhetoric be integrated into the curriculum and everyday practices of Nigerian universities?

Inclusive rhetoric can be integrated into the curriculum by incorporating courses and modules that focus on disability studies, social justice, and inclusive practices. This can help educate students about the importance of inclusivity and the challenges faced by PLWDs. Additionally, training programs for faculty and staff on inclusive communication and teaching methods can enhance their ability to support PLWDs effectively.

Everyday practices can also be adjusted to reflect inclusive rhetoric. For example, universities can ensure that all communications, including emails, announcements, and classroom instructions, use inclusive language. Creating accessible digital content, such as websites and online resources, is crucial. Universities can also establish support services like disability resource centres that provide assistance tailored to the needs of PLWDs.

How do cultural perceptions of disability in Nigeria influence the effectiveness of inclusive rhetoric?

In many Nigerian communities, disabilities are often viewed through a lens of superstition and stigma, with individuals with disabilities sometimes seen as objects of pity or charity rather than as equals. These cultural beliefs can undermine efforts to promote inclusivity if they are not addressed concurrently.

Inclusive rhetoric can help counter these cultural perceptions by promoting positive narratives about disability. Educational campaigns and community engagement activities can be used to raise awareness and challenge stereotypes. Highlighting success stories of individuals with disabilities and their contributions to society can also help change negative perceptions and demonstrate the potential and capabilities of PLWDs.

Can you share any successful case studies or examples where inclusive rhetoric has significantly improved the experiences of PLWDs in educational settings?

One notable example is the University of Cape Town (UCT) in South Africa, which has made significant strides in promoting inclusive education. UCT has implemented comprehensive policies that ensure accessibility and support for students with disabilities. These include the provision of assistive technologies, accessible learning materials, and dedicated support services. The university’s commitment to inclusive rhetoric is evident in its use of respectful and person-first language in all communications and policies.

Another example is the University of Illinois at Urbana-Champaign in the United States, which has a well-established disability resources program. The university uses inclusive rhetoric to foster a culture of respect and inclusion. This includes training for faculty and staff on disability awareness and inclusive teaching practices, as well as creating accessible digital and physical environments. These efforts have significantly improved the educational experiences and outcomes for students with disabilities at these institutions.

What role do you believe technology and digital platforms play in promoting or hindering inclusive rhetoric for PLWDs?

Technology and digital platforms play a crucial role in promoting inclusive rhetoric for PLWDs. On the positive side, technology can enhance accessibility through assistive devices, screen readers, and accessible online resources. Digital platforms can provide spaces for PLWDs to share their experiences and advocate for their rights, thereby amplifying their voices and promoting social change.

However, technology can also hinder inclusive rhetoric if not implemented thoughtfully. Many digital platforms are not designed with accessibility in mind, creating barriers for PLWDs. For instance, websites that are not compatible with screen readers or lack alternative text for images can exclude individuals with visual impairments. Therefore, it is essential for universities and organizations to prioritize digital accessibility and involve PLWDs in the design and evaluation of digital tools and platforms.

How can universities measure the effectiveness of their inclusive rhetoric policies and practices?

Universities can measure the effectiveness of their inclusive rhetoric policies and practices through several methods. Conducting regular surveys and focus groups with students, faculty, and staff with disabilities can provide valuable feedback on the inclusivity of the university environment. Tracking the academic performance and retention rates of students with disabilities can also indicate the effectiveness of support services and inclusive practices.

Additionally, universities can establish metrics to assess the accessibility of their physical and digital environments. This might include audits of buildings for compliance with accessibility standards and evaluations of digital content for compatibility with assistive technologies. By continuously monitoring and assessing their policies and practices, universities can identify areas for improvement and ensure they are effectively supporting PLWDs.

What are the most common misconceptions about PLWDs that you encounter in your research, and how can inclusive rhetoric help to dispel these myths?

One common misconception is that PLWDs are incapable of achieving the same academic and professional success as their non-disabled peers. This myth often leads to lower expectations and reduced opportunities for PLWDs. Inclusive rhetoric can help dispel this misconception by highlighting the achievements and contributions of individuals with disabilities, thereby demonstrating their capabilities and potential.

Another misconception is that accommodating PLWDs is overly burdensome or costly. Inclusive rhetoric can address this by emphasizing the moral and legal imperatives of providing equal opportunities and by showcasing cost-effective and practical solutions for accessibility. Educating the university community about the benefits of inclusivity, such as diverse perspectives and enhanced innovation, can also help shift attitudes.

How can universities involve students and faculty in the development and implementation of inclusive rhetoric strategies?

Universities can involve students and faculty in the development and implementation of inclusive rhetoric strategies by creating inclusive task forces or committees that include representatives from all campus groups, including PLWDs. These groups can provide insights and recommendations on how to improve accessibility and inclusivity across the university.

Additionally, universities can host workshops and training sessions on inclusive practices, encouraging participation from the entire university community. Providing platforms for students and faculty to share their experiences and suggestions can foster a collaborative approach to inclusivity. Regularly soliciting feedback and involving the community in decision-making processes ensures that inclusive rhetoric strategies are grounded in the lived experiences of those they aim to support.

What lessons can Nigerian universities learn from international institutions that have successfully implemented inclusive rhetoric?

Nigerian universities can learn several lessons from international institutions that have successfully implemented inclusive rhetoric. One key lesson is the importance of a holistic approach that combines policy, practice, and culture. Successful institutions often have comprehensive policies that mandate accessibility and inclusivity, supported by practical measures such as accessible facilities and support services.
Another lesson is the value of continuous education and training. Regular workshops and training sessions for faculty, staff, and students can raise awareness and build capacity for inclusive practices. Moreover, involving PLWDs in the planning and implementation of these initiatives ensures that their needs and perspectives are adequately represented.

Finally, Nigerian universities can learn from the use of technology to enhance accessibility. Investing in assistive technologies and ensuring that digital platforms are accessible can significantly improve the educational experiences of PLWDs. By adopting these best practices, Nigerian universities can create more inclusive environments that support the success of all students.

In your opinion, what are the biggest obstacles to achieving genuine inclusivity in Nigerian higher education, and how can they be overcome?

The biggest obstacles to achieving genuine inclusivity in Nigerian higher education include limited resources, lack of awareness, and deeply entrenched cultural attitudes. Many universities struggle with inadequate funding, which affects their ability to provide accessible facilities and support services. Overcoming this requires increased investment in education and targeted funding for accessibility initiatives.
Lack of awareness and understanding about the needs and rights of PLWDs is another significant barrier. This can be addressed through continuous education and advocacy efforts that promote inclusive rhetoric and highlight the benefits of inclusivity. Training programs for faculty and staff on disability awareness and inclusive teaching practices are essential.
Cultural attitudes that stigmatize disability also pose a challenge. Changing these attitudes requires a concerted effort to promote positive narratives about disability and challenge stereotypes. Inclusive rhetoric plays a crucial role in this by using language that respects and empowers PLWDs. Engaging with communities and raising awareness about the capabilities and contributions of PLWDs can help shift perceptions and foster a more inclusive society.

How do you see the future of inclusive rhetoric evolving in the context of global trends in higher education?

The future of inclusive rhetoric in higher education is likely to evolve with the increasing emphasis on diversity, equity, and inclusion (DEI) globally. As universities worldwide recognize the importance of DEI, inclusive rhetoric will become an integral part of institutional policies and practices. This evolution will be driven by advances in technology, which will make it easier to create accessible and inclusive educational environments.

Additionally, the growing awareness of social justice issues will amplify the demand for inclusive rhetoric that addresses the needs and rights of marginalized groups, including PLWDs. Universities will increasingly use inclusive language and practices to attract and support diverse student populations. Collaborative efforts across institutions and countries will further enhance the development and implementation of inclusive rhetoric, creating a more equitable global education landscape.

Can you discuss the ethical implications of not adopting inclusive rhetoric in educational institutions?

Failing to use inclusive language and practices perpetuates discrimination and exclusion, which violates the fundamental rights of PLWDs to equal opportunities and fair treatment. It reinforces societal stigma and is not good for the overall well-being of people.

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