Understanding the Boundary between Disability Studies and Special Education through Consilience, Self-Study, and Radical Love
Produktdetaljer
Biographical note
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.
<p>Bringing together seasoned to emerging DS/DSE scholars writing from within multiple positionalities, this volume illuminates and interrogates the rewards and struggles of working the interstice between disability studies and special education. The collection constructs a highly diverse communal space for the reader to consider consilience, self-study, and radical love as a collective way forward. Of significance, radical love as the challenge to whiteness and ableism is one of the most compelling and generative arguments I have read to date. I can hardly wait for my students to engage with this provocative work!</p>
- Jan Valle, The City College of New York,
<p>At a moment in human history in which the foundations of what we have known in our local and networked communities seem tattered and more liquid than solid, I welcome this edited volume which challenges the boxes in which many have lived professionally and personally. We need to center our love and commitments to growing as we (re)mediate what it means to know and practice as educators, family members, and advocates. I hope you too will be touched by a volume that puts radical love in the middle of finding common grounds. Hernandez-Saca, Pearson, and Voulgarides have given us a present to take on our journey.</p>
- Elizabeth Bailey Kozleski, Stanford University,
In Understanding the Boundary between Disability Studies and Special Education through Consilience, Self-Study, and Radical Love, the authors explore what it means to engage in boundary work at the intersection of traditional special education systems and critical disability studies in education. The book consists of fifteen groundbreaking accounts that challenge dominant medicalized discourses about what it means to exist within and around special education systems that create space for new conceptions of what it means to teach, lead, learn, and exist within a conciliatory space driven by radical love and disability justice principles. The book pushes readers to consider how their own personal, professional and programmatic future transformational actions can be driven by disruption and the desire for freedom from the hegemony of traditional special education and White and Ability supremacy.
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: Critical Coalition with/in the Boundaries: A Radical Love Response to Neoliberal Debilitation in Special Education, M. Nickie Coomer, Ashley Cartell Johnson, Brittany Aronson, and Ganiva Reyes
Chapter Eight: Introspecting the Radical Love Boundaries Between Deaf Studies and Special Education in an African Setting, Martin Musengi
Chapter Nine: Ethics of Care/ing Work/ers at the Boundary of Critical Dis/ability Studies and Special Education, Christina A. Bosch
Chapter Ten: Daring to Speak/Teach from our Hearts: A Self-study of Critical Disability Studies Teacher Education at the Boundaries of Ableism, Racism and Sexism as Faculty of Color, Shehreen Iqtadar and David I. Hernández-Saca
Chapter Eleven: Grappling with the Tensions: Cultivating Justice-Oriented Praxis Through Collaborative Autoethnographic Poetry, Amanda L. Miller, Chelsea Stinson, and Maria T. Timberlake
Chapter Twelve: Checklists and Merit Badges: On Whiteness, Ability, and the Boundary Between Special Education and Radical Love, JPB Gerald
Chapter Thirteen: Female Inclusive Educators of Color: Challenging White Privilege and the Mechanism of Dis/ablement Through Radical Love, Sarah Schlessinger
Chapter Fourteen: Blurring Boundaries: Dreaming/s of a Neurodivergent-Teacher-Parent-Student-Researcher, Ananí M. Vasquez
Chapter Fifteen: I Still Have Joy: Disability Justice as Praxis, Theory, and Research in a Special Education Teacher Preparation Program, Gloshanda Lawyer
Conclusion, Holly Pearson
About the Contributors
Produktdetaljer
Biographical note
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.