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As a field of inquiry, disability studies in education stands at the broad intersection of disability studies and educational studies. This book introduces graduate students, educational researchers, and teacher educators to the range of scholarly inquiry emerging from this exciting new field. Susan L. Gabel pulls together a sampling of the vast array of available scholarship that includes readings that intersect curriculum theory, critical policy analysis, personal narrative, and much more. Although disability studies in education has only recently been recognized as a field of inquiry with an identifiable body of literature, the chapters in this book present the work of some of the major scholars of disability studies in education.
Table des matières
Contents: Susan Gabel: Introduction: Disability Studies in Education - Susan Gabel: An Aesthetic of Disability - Julie Allan: Disability Arts and the Performance of Ideology - Anne Ruggles Gere: Seeing is/not Believing: Visibility, Invisibility and Disability Studies in Education - Nirmala Erevelles: Rewriting Critical Pedagogy from the Periphery: Materiality, Disability and the Politics of Schooling - Scot Danforth: Compliance as Alienated Labor: A Critical Analysis of Public School Programs for Students Considered to have Emotional/Behavioral Disorders - Linda Ware: Many Possible Futures, Many Different Directions: Merging Critical Special Education and Disability Studies - Ellen Brantlinger: Slippery Shibboleths: The Shady Side of Truisms in Special Education - Deborah J. Gallagher: Searching for Something Outside of Ourselves: The Contradiction Between Technical Rationality and the Achievement of Inclusive Pedagogy - Susan Peters: Transforming Literacy Instruction: Unpacking the Pedagogy of Privilege.
A propos de l'auteur
The Editor: Susan L. Gabel is Professor of Education and Director of the Disability and Equity in Education doctoral program at National College of Education, National-Louis University. She teaches graduate courses in disability studies, curriculum studies, and special education. She received her Ph.D. in curriculum, teaching, and educational policy from Michigan State University.
Commentaire
«This book makes a timely and important attempt to speak to those in the arts, the social sciences, and the humanities who focus on disability studies. The important potential of the book's purpose is matched by an excellence of content and analysis across the individual chapters in that its contributions offer new insights about children with disabilities and their education. The volume fills a void and should land on the desk of every professor who teaches and writes on any flavor of foundations of education. Finally, and for me most promising and important, the book speaks to those in education theory and critical studies who persist in ignoring disability as a concept and special education as a system.» (Philip M. Ferguson, E. Desmond Lee Professor for the Education of Children with disabilities)
«Slippery shibboleths, token economies, kynicism, disability as an aesthetic: this indispensable collection explicates key concepts and in so doing demonstrates why we (regardless our specialization) must study disability.» (William F. Pinar, St. Bernard Parish Alumni Endowed Professor, Louisiana State University)
