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Practicing Disability Studies in Education: Acting Toward Social Change New edition [Hardback]

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  • Formāts: Hardback, 247 pages, height x width: 230x155 mm, weight: 470 g
  • Sērija : Disability Studies in Education 17
  • Izdošanas datums: 24-Nov-2014
  • Izdevniecība: Peter Lang Publishing Inc
  • ISBN-10: 1433125528
  • ISBN-13: 9781433125522
  • Hardback
  • Cena: 140,55 €
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  • Formāts: Hardback, 247 pages, height x width: 230x155 mm, weight: 470 g
  • Sērija : Disability Studies in Education 17
  • Izdošanas datums: 24-Nov-2014
  • Izdevniecība: Peter Lang Publishing Inc
  • ISBN-10: 1433125528
  • ISBN-13: 9781433125522
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.»

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). This volume shares ways in which educators practice DSE in creative and eclectic ways in order to rethink, reframe, and reshape the current educational response to disability.

Recenzijas

«This book offers a welcome and timely understanding of human differences which moves away from deficit-based and often derogatory assumptions, to understanding difference in historical, social, and cultural contexts. It demonstrates how DSE can create new understandings and bring about much-needed social change, and should be read by all those who wish to rethink current educational responses to disability.» (Sally Tomlinson, Professor Emeritus, Oxford University) «This text adds meanings to disability studies we didnt know were there. It reveals the usefulness and potency of the field. It stretches and expands our thinking, our practice, and our actions.» (Simi Linton, author of Claiming Disability: Knowledge and Identity and co-producer and co-director of the documentary film Invitation to Dance) «This book offers a welcome and timely understanding of human differences which moves away from deficit-based and often derogatory assumptions, to understanding difference in historical, social, and cultural contexts. It demonstrates how DSE can create new understandings and bring about much-needed social change, and should be read by all those who wish to rethink current educational responses to disability.» (Sally Tomlinson, Professor Emeritus, Oxford University) «This text adds meanings to disability studies we didnt know were there. It reveals the usefulness and potency of the field. It stretches and expands our thinking, our practice, and our actions.» (Simi Linton, author of Claiming Disability: Knowledge and Identity and co-producer and co-director of the documentary film Invitation to Dance)

A Note on the Cover Art ix
Foreword: Disability Studies in Education and the Sociological Imagination xi
Scot Danforth
Introduction: A Brief Account of How Disability Studies in Education Evolved 1(18)
David J. Connor
Jan W. Valle
Chris Hale
Section I Theory
1 Exploring Some Moral Dimensions of the Social Model of Disability
19(16)
Deborah Gallagher
2 "As a cripple, I swagger": The Situated Body and Disability Studies in Education
35(16)
Beth A. Ferri
3 BEyon\ce\D inclusion: Wud mite[ ymouse] be NEXTERATED X
51(14)
Phil Smith
Section II Research
4 Enacting Research: Disability Studies in Education and Performative Inquiry
65(18)
Jan W. Valle
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
83(20)
Subini Ancy Annamma
6 An "In-Betweener" Ethnographer: From Anxiety to Fieldwork Methods in a Cross-Cultural Study of Bilingual Deaf Kindergartners
103(20)
Joseph Michael Valente
Section III Practice
7 Practicing What We Teach: The Benefits of Using Disability Studies in an Inclusion Course
123(18)
David J. Connor
8 Why We Do What We (Think We) Do: Creating a Campus Coalition From the Perspective of Disability Studies in Education
141(18)
Geert Van Hove
Elisabeth De Schauwer
9 Madness and (Higher Education) Administration: Ethical Implications of Pedagogy Using Disability Studies Scholarship
159(20)
Nirmala Erevelles
Section IV Policy
10 Critiquing Policy: Limitations and Possibilities
179(18)
Julie Allan
11 Using Disability Studies in Education to Recognize, Resist, and Reshape Policy and Practices in Aotearoa New Zealand
197(20)
Missy Morton
12 A Disability Studies in Education Analysis of Corporate-Based Educational Reform: Lessons From New Orleans
217(18)
Kathleen Collins
Conclusion
All That Jazz: Using Disability Studies in Education to (Re) Envision the Applied Field of (Special) Education
235(8)
Jan W. Valle
Chris Hale
David J. Connor
Contributors 243
David J. Connor received his doctorate in education from Teachers College, Columbia University. He is a professor at Hunter College, City University of New York. He has received several national awards and is the author/co-author of four other books. Jan W. Valle received her doctorate in education from Teachers College, Columbia University. She is an associate professor at The City College of New York, City University of New York. She is the author/co-author of numerous journal publications as well as two other books. Chris Hale received his doctorate at the Graduate Center of the City University of New York and presently works as an assistant professor at the College of Staten Island. He is an advocate for ethical special education practice and writes and does research relevant to this issue.