In this book, the authors explore what constitutes boundary work at the intersection of traditional special education and critical disability studies in education. Readers will consider how their personal, professional, and programmatic actions can lead to freedom from the hegemony of traditional special education and White and Ability supremacy.
In this book, the authors explore what constitutes boundary work at the intersection of traditional special education and critical disability studies in education. Readers will consider how their personal, professional, and programmatic actions can lead to freedom from the hegemony of traditional special education and White and Ability supremacy.
David I. Hernández-Saca is associate professor of disability studies in education in the Department of Special Education at the University of Northern Iowa. Catherine Voulgarides is assistant professor at the City University of New York (CUNY)-Hunter College in the department of special education. Holly Pearson is contingent assistant professor in the department of sociology and criminology at Framingham State University.
Inhaltsangabe
Acknowledgments Introduction, Holly Pearson Chapter One: Practicing Consilience Between Disability Studies and Special Education-Some Thoughts from a Career-long Attempt, David J. Connor Chapter Two: At the Nexus of Disability Studies in (Special) Education: Towards Consiliencatory Frameworks for Critical Emotion Praxis Liberation, David I, Hernández-Saca Chapter Three: Anti-ableism in Teacher Education: Celebrating Disability Identity Through Self-study and Radical Love, Sarah Arvey Tov Chapter Four: Teaching in the In-Between: Opportunities and Factors Informing Inclusive Reform in One School District, Amy J. Petersen, Danielle M. Cowley, Deborah J. Gallagher, and Shehreen Iqtadar Chapter Five: On the Margins of the Marginalized: Protecting and Loving on Black Children with Intellectual Disability and Emotional and Behavior Disturbances, Lydia Ocasio-Stoutenburg Chapter Six: Boundaries of Disability Studies and Special Education: Radical Pedagogy and Relatedness, Jane Strauss Chapter Seven: Critica
Acknowledgments Introduction, Holly Pearson Chapter One: Practicing Consilience Between Disability Studies and Special Education-Some Thoughts from a Career-long Attempt, David J. Connor Chapter Two: At the Nexus of Disability Studies in (Special) Education: Towards Consiliencatory Frameworks for Critical Emotion Praxis Liberation, David I, Hernández-Saca Chapter Three: Anti-ableism in Teacher Education: Celebrating Disability Identity Through Self-study and Radical Love, Sarah Arvey Tov Chapter Four: Teaching in the In-Between: Opportunities and Factors Informing Inclusive Reform in One School District, Amy J. Petersen, Danielle M. Cowley, Deborah J. Gallagher, and Shehreen Iqtadar Chapter Five: On the Margins of the Marginalized: Protecting and Loving on Black Children with Intellectual Disability and Emotional and Behavior Disturbances, Lydia Ocasio-Stoutenburg Chapter Six: Boundaries of Disability Studies and Special Education: Radical Pedagogy and Relatedness, Jane Strauss Chapter Seven: Critica
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