Understanding the Boundary between Disability Studies and Special Education through Consilience, Self-Study, and Radical Love
Lexington Books (Publisher)
Published on 13. December 2022
374 pages
978-1-9787-5001-2 (ISBN)
Description
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.
More details
Series
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Target group
Professional and scholarly
File size
3,55 MB
ISBN-13
978-1-9787-5001-2 (9781978750012)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
David I. Hernandez-Saca | Holly Pearson | Catherine Kramarczuk Voulgarides
Understanding the Boundary between Disability Studies and Special Education through Consilience, Self-Study, and Radical Love
Book
02/2025
Lexington Books
€48.60
Shipment within 3-4 weeks
Persons
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.
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.
Content
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
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
