Practicing Disability Studies in Education : Acting Toward Social Change. için kapak resmi
Practicing Disability Studies in Education : Acting Toward Social Change.
Başlık:
Practicing Disability Studies in Education : Acting Toward Social Change.
Yazar:
Connor, David J.
ISBN:
9781453914465
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Fiziksel Tanımlama:
1 online resource (266 pages)
İçerik:
Cover -- Table of Contents -- A Note on the Cover Art -- Foreword: Disability Studies in Education and the Sociological Imagination -- Early Intervention -- The Audacity of Cripples -- Engaging Our Sociological Imagination -- References -- Introduction: A Brief Account of How Disability Studies in Education Evolved -- The Critical Beginnings of DSE -- DSE Annual Inter/National Conference -- Growth in Publications -- Opportunities to Share Ideas -- The Strength of Community -- The Purpose of the Book -- The Format of the Book -- References -- Section I: Theory -- 1. Exploring Some Moral Dimensions of the Social Model of Disability -- The Social Model and Disability as a Moral Category -- Three Schools of Moral Philosophy: An Overview -- Utilitarianism -- Libertarianism -- Communitarianism -- Disability, the Social Model, and Theories of the Self -- Implications for Disability Studies in Education -- References -- 2. "As a cripple, I swagger": The Situated Body and Disability Studies in Education -- Reluctant Writers and Writing as an Ethic of Care -- Body Talk: Embodied Rhetorics of the Self -- Body as Situation and Point of View -- Expanding the Conversation -- Notes -- References -- 3. Beyon

5. "It was just like a piece of gum": Using an Intersectional Approach to Understand Criminalizing Young Women of Color With Disabilities in the School-to-Prison Pipeline -- Intersections and the Pipeline -- An Intersectional Theoretical Framework -- Exploring Constructions of Criminal -- Research Context and Methodology -- Findings -- Labeling -- Surveillance -- Punishment -- Discussion -- Implications for Transformative Schooling -- Critical pedagogy -- Restorative and transformative justice principles -- Transformative schools -- Conclusion -- Notes -- References -- 6. An "In-Betweener" Ethnographer: From Anxiety to Fieldwork Methods in a Cross-Cultural Study of Bilingual Deaf Kindergartners -- Shifting From Anxiety to Method in Fieldwork -- The Role of Emotional Response and Anxiety in Fieldwork -- Contesting Deaf Childhoods, Bilingualism, and Ideologies of In(Ex)clusion -- Overview of the Kindergartens for the Deaf in Three Countries Project -- Cultural Politics of Difference and Schooling: A Disability Studies in Education Perspective -- Voice-Off Episode Revisited -- Notes -- References -- Section III: Practice -- 7. Practicing What We Teach: The Benefits of Using Disability Studies in an Inclusion Course -- In the Beginning: Teaching Inclusively -- A History of Teaching Inclusion Courses -- The Course Architecture -- Special Education With a Critical Eye: The First Third of the Course -- Spotlight on Movie Analysis -- Spotlight on 24-Hour Cultural Awareness -- Some Implications for Schools, Classrooms, and Teaching -- The Other Two-Thirds of the Course -- Conclusion -- References -- 8. Why We Do What We (Think We) Do: Creating a Campus Coalition From the Perspective of Disability Studies in Education -- About the Campus Coalition -- Our Coalition and Co-Teaching -- Our Coalition and an Educational Philosophy.

Our Coalition and a Scientific Strategy-From Je pense, donc je suis (I think, therefore I am) to We Learn/Work, so We Are -- Our Coalition and a Political Perspective -- Our Coalition and a Dialogue Among Cultures -- Why We Do What We (Think We) Do -- Concluding Thoughts -- Notes -- References -- 9. Madness and (Higher Education) Administration: Ethical Implications of Pedagogy Using Disability Studies Scholarship -- Terror at the University: Reasoned Responses to Madness? -- Mad at School: A Critical Disability Studies Perspective -- Enabling Ethical Discussions of Administrative Praxis -- Enabling Ethical Possibilities -- Conclusion: Towards a Pedagogy of Vulnerability -- Notes -- References -- Section IV: Policy -- 10. Critiquing Policy: Limitations and Possibilities -- Introduction -- Critical Limitations -- Becoming Critical? -- The Consequences of Doing Without Critique -- Missing or Making the Critical Point? -- U.K. research: Resolving theory -- Education science silence in Sweden -- An Exceptional (U.S.) Response: To Intervention -- Assembling Critique -- Contrapuntal Critique -- Demos-stration -- Conclusion: Disability Studies in Education at Work on Policy -- References -- 11. Using Disability Studies in Education to Recognize, Resist, and Reshape Policy and Practices in Aotearoa New Zealand -- Introduction -- The Aotearoa New Zealand Policy Context -- Aims, Implementation and Impacts of Neoliberal Reforms -- Pushing Back and Moving Forward -- Putting DSE to Work in Aotearoa New Zealand -- Recognizing and Resisting Deficit Discourses -- How Do We Recognize, Celebrate and Build on Competence? -- Collaborative Learning: Learning Together to Support Learning and Being Together -- Finally, a Relatively Simple Message -- References -- 12. A Disability Studies in Education Analysis of Corporate-Based Educational Reform: Lessons From New Orleans.

Disability Studies in Education (DSE) -- DSE Influences on Questions, Design, and Method -- Public Education in Post-Katrina New Orleans -- Learning From the Experiences of the "Leftover" Children" and Their Families -- The New Orleans Charter School Experiment: Legislating Educational Inequity -- Notes -- References -- Conclusion: All That Jazz: Using Disability Studies in Education to (Re)Envision the Applied Field of (Special) Education -- The Work of the Ensemble -- The Influence of DSE Upon Theory -- The Influence of DSE Upon Research -- The Influence of DSE Upon Practice -- The Influence of DSE Upon Policy -- Coda -- Note -- Reference -- Contributors.
Özet:
Practicing Disability Studies in Education: Acting Toward Social Change celebrates the diversity of contemporary work being developed by a range of scholars working within the field of Disability Studies in Education (DSE). The central idea of this volume is to share ways in which educators practice DSE in creative and eclectic ways in order to rethink, reframe, and reshape the current educational response to disability. Largely confined to the limitations of traditional educational discourse, this collective (and growing) group continues to push limits, break molds, assert the need for plurality, explore possibilities, move into the unknown, take chances, strategize to destabilize, and co-create new visions for what can be, instead of settling for what is. Much like jazz musicians who rely upon one another on stage to create music collectively, these featured scholars have been - and continue to - riff with one another in creating the growing body of DSE literature. In sum, this volume is DSE «at work.».
Notlar:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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