Edited by the leading scholars in the field, Vital Questions Facing Disability Studies in Education provides an overview and introduction to the growing field of disability studies in education, including the application of the interdisciplinary field of disability studies to inclusive education, teacher education, educational research, and educational policy development. While traditional special education research has focused on developing interventions aimed at increasing students' functional capacities, disability studies scholars have asked provocative and probing questions about how…mehr
Edited by the leading scholars in the field, Vital Questions Facing Disability Studies in Education provides an overview and introduction to the growing field of disability studies in education, including the application of the interdisciplinary field of disability studies to inclusive education, teacher education, educational research, and educational policy development. While traditional special education research has focused on developing interventions aimed at increasing students' functional capacities, disability studies scholars have asked provocative and probing questions about how communities and schools can value, include, and nurture disabled persons. This second edition continues the emphasis of the first edition on the central questions that drive this critical field of inquiry and social action, while broadening its scope to more fully address international educational issues. The first edition of this text has been widely adopted in undergraduate and graduate courses in disability studies and inclusive education.
Scot Danforth is Professor of Disability Studies and Inclusive Education at Chapman University. Susan L. Gabel is Professor of Inclusive Education at Wayne State University. Scot and Susan are leading scholars in the international field of disability studies in education.
Inhaltsangabe
Contents: Steven J. Taylor: Foreword - Introduction - Scot Danforth/Susan L. Gabel: How Can Disability Studies in Education Contribute to the Understanding of the Politics of Difference? - Nirmala Erevelles: Deconstructing Difference: Doing Disability Studies in Multicultural Educational Contexts - Julie Allan: Conversations Across Disability and Difference: Teacher Education Seeking Inclusion - Santiago Solis: I'm «Coming Out» as Disabled, but I'm «Staying in» to Rest: Reflecting on Elected and Imposed Segregation - Holly Pearson: Politics of Wonder: Contemplation of the Diversity and Humanity Within Disability - How Can Disability Studies Inform Our Understanding of Contemporary Political Debates in Education, Particularly in Their Relevance to Disabled Students? - Deborah J. Gallagher: The Natural Hierarchy Undone: Disability Studies' Contributions to Contemporary Debates in Education - Scot Danforth: Learning from Our Historical Evasions: Disability Studies and Schooling in a Liberal Democracy - How Is Disability Studies in Education (Ir)relevant to the Practical Interests, Experiences, and Goals of Disabled People in Schools? - Chris Kliewer: Disability Studies and Young Children: Finding Relevance - Denise P. Reid: Tensions Experienced as a Visually Impaired African American Student Negotiated Identities in the Pursuit of Education: A Mother's Influence - How Can Disability Studies in Education Be Relevant to the Practical Concerns of Teachers? - Emily A. Nusbaum/ Brianna Dickens/Mariami Reamy: Disability Studies in Education as a Tool for Transformation of the Self and Teaching - Alicia A. Broderick/D. Kim Reid/Jan Weatherly Valle: Disability Studies in Education and the Practical Concerns of Teachers - In What Ways Is Disability Studies (Ir)relevant to Local, State, and National Policy? - Ron Ferguson: Misconceptions and Misunderstandings: Twin Fallacies That Influence Disability Policies - Susan L. Gabel: Applying Disability Theory in Educational Policy: NIDRR's «New Paradigm of Disability» as a Cautionary Tale - How Does Disability Studies in Education Contribute to Conversations About the Relationships Between School, Family, and Community? - Claire Tregaskis: Developing Inclusive Practice Through Connections Between Home, Community, and School - Philip M. Ferguson and Dianne L. Ferguson: Finding the «Proper Attitude»: The Potential of Disability Studies to Reframe Family/School Linkages - How Can Disability Studies Inform the Development and Use of Advanced Educational Technologies? - Gregor Wolbring/Anita Ghai: Interrogating the Impact of Scientific and Technological Development on Disabled Children in India and Beyond - Gerard Goggin: The Question Concerning Technology and Disability - And the Future of Education - Why Teach Disability Studies in Education? - Linda Ware: A Look at the Way We Look at Disability - Beth A. Ferri: Teaching to Trouble - How Is Disability Studies in Education Taking Shape in Nations of the Global South and East? - Srikala Naraian: «I Want to Be 'Normal'»: (Re)learning the Value of DSE-Informed Research in the Global South - Parul Bakhshi: The Post-2015 Challenge: Social Exclusion-Capability-Identity, a New Impetus for Shaping Education for Vulnerable Children in Low-Income Contexts.
Contents: Steven J. Taylor: Foreword - Introduction - Scot Danforth/Susan L. Gabel: How Can Disability Studies in Education Contribute to the Understanding of the Politics of Difference? - Nirmala Erevelles: Deconstructing Difference: Doing Disability Studies in Multicultural Educational Contexts - Julie Allan: Conversations Across Disability and Difference: Teacher Education Seeking Inclusion - Santiago Solis: I'm «Coming Out» as Disabled, but I'm «Staying in» to Rest: Reflecting on Elected and Imposed Segregation - Holly Pearson: Politics of Wonder: Contemplation of the Diversity and Humanity Within Disability - How Can Disability Studies Inform Our Understanding of Contemporary Political Debates in Education, Particularly in Their Relevance to Disabled Students? - Deborah J. Gallagher: The Natural Hierarchy Undone: Disability Studies' Contributions to Contemporary Debates in Education - Scot Danforth: Learning from Our Historical Evasions: Disability Studies and Schooling in a Liberal Democracy - How Is Disability Studies in Education (Ir)relevant to the Practical Interests, Experiences, and Goals of Disabled People in Schools? - Chris Kliewer: Disability Studies and Young Children: Finding Relevance - Denise P. Reid: Tensions Experienced as a Visually Impaired African American Student Negotiated Identities in the Pursuit of Education: A Mother's Influence - How Can Disability Studies in Education Be Relevant to the Practical Concerns of Teachers? - Emily A. Nusbaum/ Brianna Dickens/Mariami Reamy: Disability Studies in Education as a Tool for Transformation of the Self and Teaching - Alicia A. Broderick/D. Kim Reid/Jan Weatherly Valle: Disability Studies in Education and the Practical Concerns of Teachers - In What Ways Is Disability Studies (Ir)relevant to Local, State, and National Policy? - Ron Ferguson: Misconceptions and Misunderstandings: Twin Fallacies That Influence Disability Policies - Susan L. Gabel: Applying Disability Theory in Educational Policy: NIDRR's «New Paradigm of Disability» as a Cautionary Tale - How Does Disability Studies in Education Contribute to Conversations About the Relationships Between School, Family, and Community? - Claire Tregaskis: Developing Inclusive Practice Through Connections Between Home, Community, and School - Philip M. Ferguson and Dianne L. Ferguson: Finding the «Proper Attitude»: The Potential of Disability Studies to Reframe Family/School Linkages - How Can Disability Studies Inform the Development and Use of Advanced Educational Technologies? - Gregor Wolbring/Anita Ghai: Interrogating the Impact of Scientific and Technological Development on Disabled Children in India and Beyond - Gerard Goggin: The Question Concerning Technology and Disability - And the Future of Education - Why Teach Disability Studies in Education? - Linda Ware: A Look at the Way We Look at Disability - Beth A. Ferri: Teaching to Trouble - How Is Disability Studies in Education Taking Shape in Nations of the Global South and East? - Srikala Naraian: «I Want to Be 'Normal'»: (Re)learning the Value of DSE-Informed Research in the Global South - Parul Bakhshi: The Post-2015 Challenge: Social Exclusion-Capability-Identity, a New Impetus for Shaping Education for Vulnerable Children in Low-Income Contexts.
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