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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.
List of contents
Acknowledgments
Introduction,
Holly PearsonChapter One: Practicing Consilience Between Disability Studies and Special Education-Some Thoughts from a Career-long Attempt,
David J. ConnorChapter 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 TovChapter 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 IqtadarChapter Five: On the Margins of the Marginalized: Protecting and Loving on Black Children with Intellectual Disability and Emotional and Behavior Disturbances,
Lydia Ocasio-StoutenburgChapter Six: Boundaries of Disability Studies and Special Education: Radical Pedagogy and Relatedness,
Jane StraussChapter 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 ReyesChapter Eight: Introspecting the Radical Love Boundaries Between Deaf Studies and Special Education in an African Setting,
Martin MusengiChapter Nine: Ethics of Care/ing Work/ers at the Boundary of Critical Dis/ability Studies and Special Education,
Christina A. BoschChapter 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-SacaChapter Eleven: Grappling with the Tensions: Cultivating Justice-Oriented Praxis Through Collaborative Autoethnographic Poetry,
Amanda L. Miller, Chelsea Stinson, and Maria T. TimberlakeChapter Twelve: Checklists and Merit Badges: On Whiteness, Ability, and the Boundary Between Special Education and Radical Love,
JPB GeraldChapter Thirteen: Female Inclusive Educators of Color: Challenging White Privilege and the Mechanism of Dis/ablement Through Radical Love,
Sarah SchlessingerChapter Fourteen: Blurring Boundaries: Dreaming/s of a Neurodivergent-Teacher-Parent-Student-Researcher,
Ananí M. VasquezChapter Fifteen: I Still Have Joy: Disability Justice as Praxis, Theory, and Research in a Special Education Teacher Preparation Program,
Gloshanda LawyerConclusion,
Holly PearsonAbout the Contributors
About the author
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.
