‘Otherness’ among Blind Students at University Settings A Phenomenological Study

Abstract

The concept of "Othering" is often overlooked in Ethiopian higher education, especially regarding studentswith disabilities (SWDs). Blind students, in particular, frequently experience discrimination and are labelledas "Others." This study aimed to explore the shared experiences of blind students in two higher educationinstitutions regarding being "Othered." Data were gathered through semi-structured interviews with eightblind students (four males and four females, aged 20-23), who were selected purposively. Colaizzi‘sphenomenological method was employed to analyse the data. The findings revealed that blind students wereoften viewed as "Others" by their sighted peers, who characterized them as aggressive, overly complainant,and academically inferior. These stereotypes were most apparent in classroom and campus interactions.The study also highlighted how such labeling led to the social exclusion of blind students, reinforcing the"Othering" process. This categorization created an identity for blind students that set them apart from theirsighted peers, fostering a sense of alienation and separation. The research concluded that "Othering"significantly contributes to the social isolation of blind students in higher education. While physicallypresent in the same educational spaces, they are often perceived as different, resulting in limited socialintegration. To address this issue, the study recommends implementing awareness and sensitizationprograms for sighted students. These programs would aim to enhance understanding of visual impairmentsand reduce the negative consequences of "Othering." Such initiatives could promote a more inclusive andequitable educational environment, allowing all students to engage more fully in the academic community.