Inviting Interdisciplinary Alliances Around Inclusive Educational Reform: Introduction to the Special Issue on Disability Studies in Education

2011 ◽  
Vol 113 (10) ◽  
pp. 2115-2121 ◽  
Author(s):  
Susan Baglieri ◽  
Lynne M. Bejoian ◽  
Alicia A. Broderick ◽  
David J. Connor ◽  
Jan Valle
Keyword(s):  
Education Reform ◽  
Inclusive Education ◽  
Disability Studies ◽  
American Educational Research Association ◽  
Research Association ◽  
Columbia University ◽  
Special Issue ◽  
Disabled People ◽  
Teachers College ◽  
Disability Studies In Education

In March 2008, we, the guest editors of this special issue, served as cochairs to the Eighth Annual Second City Conference on Disability Studies in Education hosted by Teachers College, Columbia University.1 We organized the conference around the theme, “Mitigating Exclusion: Building Alliances Toward Inclusive Education Reform in Pedagogy and Policy.” As explicated in our call for proposals, the purpose of this conference was to explore the politics of exclusion with view to strengthening alliances in complementary areas of study (e.g., feminist studies, queer studies, critical race studies, and so on) as we continue to agitate for and implement change toward more inclusive policies and practices in public education…. The sponsoring organization for this conference is the Disability Studies in Education (DSE) special interest group (SIG) [of the American Educational Research Association]. As such, the participants and audience of this conference have historically been comprised of scholars working in the field(s) of disability. This year we aim to broaden our alliances in working toward inclusive education reform, by seeking both to build alliances with researchers in complementary areas of study, as well as by seeking the broader input and participation of other constituencies invested in inclusive education reform (i.e. classroom teachers, individuals labeled with disability/disabled people, family members of individuals labeled with disability/disabled people).

Disability Studies in Education and Inclusive Education

2020 ◽  
Author(s):  
Susan Baglieri ◽  
Jessica Bacon
Keyword(s):  
Education Reform ◽  
Inclusive Education ◽  
Disability Studies ◽  
Critical Examination ◽  
Research And Practice ◽  
Cultural Conditions ◽  
Models Of Disability ◽  
Shape Learning ◽  
Disability Studies In Education ◽  
Scholarly Inquiry

Disability studies (DS) is a transdisciplinary field of scholarly inquiry whose members seek to understand disability and disablement as cultural phenomena. Scholars who adopt disability studies in education (DSE) perspectives aim to understand how disability is conceptually configured in the research and practice that shape learning, education, and schooling. The DSE field strives to discern and theorize medical and social models of disability in order to promote critical examination of the cultural conditions in which educational practices are performed. The commitments and understandings that arise within DSE lead proponents to conceptualize inclusive education reform as a radical project, and call for the development of policy, teaching, and teacher education practices that acknowledge and resist ableism.

scholarly journals Introduction: Disability Studies in Education—Critical Conversations

2020 ◽  
Vol 9 (5) ◽  
pp. 1-19
Author(s):  
Patty Douglas ◽  
Alan Santinele Martino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Health ◽  
Inclusive Education ◽  
Disability Studies ◽  
Canadian Journal ◽  
Academic Disciplines ◽  
Special Issue ◽  
Childhood Education ◽  
Disability Studies In Education

This special issue of the Canadian Journal of Disability Studies brings together 19 articles by scholars and activists across broad academic disciplines and activist communities— from disability studies to inclusive education, early childhood education, decolonial studies, feminist anti-violence organizing, community health and more—as well as geopolitical locations.

Disabling discourses and ableist assumptions: Reimagining social justice through education for disabled people through a critical discourse analysis approach

2019 ◽  
Vol 17 (5) ◽  
pp. 634-656 ◽  
Author(s):  
Jennifer Van Aswegen ◽  
Michael Shevlin
Keyword(s):  
Social Justice ◽  
Critical Discourse Analysis ◽  
Inclusive Education ◽  
Disability Studies ◽  
People With Disabilities ◽  
Analytical Framework ◽  
Capabilities Approach ◽  
Special Issue ◽  
Disabled People ◽  
Policy Document

Responding to the special issue call Capital and Capability, this paper undertakes a critical policy analysis of a recently published Irish labour market activation strategy for people with disabilities through a discourse analytical framework. Drawing on a disability studies lens informed by Foucault’s theory of discourse, the study reveals a hegemonic policy rhetoric within the pages of this policy document that is deeply embedded in neoliberal assumptions about the role and value of education. Through a critical disability studies lens, this study draws attention to the concepts of disablism and neoliberal ableism, whilst highlighting in particular how rhetoric is a means by which ableist culture perpetuates itself. In response to the disparities surrounding the employment of disabled people, the Comprehensive Employment Strategy for People with Disabilities 2015–2024was launched into policy in October 2015. This strategy represents a significant policy event in the Irish disability policy landscape, warranting further questioning, interrogation and analysis. This paper aims to reveal the framework of thinking that lies within the discursive contours of this strategy and to assess the implications therein for inclusive education policy and practice. In keeping with the aim of the special issue, the study explores the potential of a capabilities approach in creating a discursive policy space where social justice througheducation for disabled people can be imagined.

scholarly journals The Desire for New Humanisms

2020 ◽  
pp. 1-20
Author(s):  
Dan Goodley ◽  
Rebecca Lawthom ◽  
Kirsty Liddiard ◽  
Katherine Runswick-Cole-Cole
Keyword(s):  
Social Justice ◽  
Inclusive Education ◽  
Social Theory ◽  
Disability Studies ◽  
The Political ◽  
Cultural Economic ◽  
Critical Disability Studies ◽  
Global Context ◽  
New Humanism ◽  
Disability Studies In Education

This paper articulates our desire for new humanisms in a contemporary cultural, economic and global context that has been described as posthuman. As researchers committed to modes of radical, critical, politicised and inclusive education, we are mindful of the significance of social theory and its relationship with articulations of social justice. Whilst sympathetic to the potentiality of posthuman thought we grapple with the imperative to embrace new humanisms that historicise and recognise global inequalities that concurrently exist in relation to a myriad of human categories including class, age, geopolitical location, gender, sexuality, race and disability. We focus in on the latter two categories and draw on ideas from postcolonial and critical disability studies. Our argument considers the problem of humanism (as a product of colonial Western imaginaries), the critical responses offered by posthuman thinking and then seeks to rearticulate forms of new humanism that are responsive to the posthuman condition and, crucially, the political interventions of Postcolonial and Critical Disability Scholars. We then outline six new humanist projects that could productively feed into the work of the Journal of Disability Studies in Education.

[Re]claiming “Inclusive Education” toward Cohesion in Educational Reform: Disability Studies Unravels the Myth of the Normal Child

2011 ◽  
Vol 113 (10) ◽  
pp. 2122-2154 ◽  
Author(s):  
Susan Baglieri ◽  
Lynne M. Bejoian ◽  
Alicia A. Broderick ◽  
David J. Connor ◽  
Jan Valle
Keyword(s):  
Inclusive Education ◽  
Disability Studies ◽  
Research Question ◽  
The United States ◽  
Human Diversity ◽  
Disability Studies In Education ◽  
Heuristic Device ◽  
Background Context ◽  
Harmful Effects ◽  
Objective Research

Background/Context This article calls attention to the restrictive notions of inclusive education promulgated within the discourse of special education in the United States and asserts the value of using disability studies in education to support broader conceptualizations of inclusion that potentially incorporate all students. Purpose/Objective/Research Question/Focus of Study By dismantling the myth of the typical/average child, the authors reveal ways in which educational practices actively contribute to the creation of “normalcy” and discuss the harmful effects that this can have on all citizens. They illustrate selected practices that help constitute the normative center of schools by using the organizing principle of disability as a heuristic device to enable multiple simultaneous critical standpoints. Research Design Analytic essay. Conclusions/Recommendations The authors call for the dissolution of the normative center of schools through an interdisciplinary alliance between disability studies and other criticalist fields that share the aim of claiming value in human diversity over standardization.

scholarly journals Introduction to Section II

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Learning Styles ◽  
Minority Students ◽  
American Educational Research Association ◽  
Research Association ◽  
Special Issue ◽  
Conference Participation ◽  
Virtual Conference ◽  
Issue Section

In addition to the special issue section reflecting papers presented in the OTL SIG at the 2016 conference of the American Educational Research Association this issue also features papers from our standard submission process. These papers investigate issues related to the academic performance of minority students in online settings, experiential online learning, learning styles, and virtual conference participation.

scholarly journals Editorial: Western colonial expectations and counter-narratives of women and education

2017 ◽  
Vol 15 (3) ◽  
pp. 241-245
Author(s):  
Heather Greenhalgh-Spencer ◽  
Sarah Jane Aiston
Keyword(s):  
American Educational Research Association ◽  
Local Context ◽  
Research Association ◽  
Special Issue ◽  
Ethnic Nationalism ◽  
Global Context ◽  
Gender And Education ◽  
Counter Narratives ◽  
Local Contexts ◽  
Women And Education

When we, as authors, first started writing the papers in this special issue, the competing and colluding forces of nationalism, misogyny, Islamophobia, Western elitism, inequality, and discourses of ethnic purity had not reached the force that they have as this issue goes to print. These papers were originally thought of as a way to give voice to counter-narratives that push against Western colonial norms and expectations around gender and education; they were meant to inform a conversation about women and education at American Educational Research Association. These themes still exist in the papers as the issue goes to print, but now the papers have taken on increased force and meaning as the authors have worked and reworked the papers within a context of a rising turn toward ethnic nationalism and misogyny. The papers argue for an understanding of policy and ideology that is based in a local context. The papers push against the idea that there is a “global context” for policy and ideology because—most often— “global policy” is a shorthand way of saying Westernized policy and expectations. Thus, the papers challenge the Western-centrism of a “global” lens. However, the authors also see their work as part of a conversation—a conversation that needs to be truly global. The polarities of global conversation and attention to local contexts have shaped the articles in this special issue.

scholarly journals INTRODUCTION TO THE SPECIAL ISSUE SPOTLIGHTING PAPERS FROM THE AERA SPECIAL INTEREST GROUP ON ONLINE TEACHING AND LEARNING

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Karen Swan ◽  
Jennifer Richardson
Keyword(s):  
Educational Research ◽  
Interest Group ◽  
Special Interest ◽  
Online Teaching ◽  
Teaching And Learning ◽  
American Educational Research Association ◽  
Special Interest Group ◽  
Research Association ◽  
Special Issue ◽  
Online Teaching And Learning

The American Educational Research Association (AERA) is the premier association of educational research professionals. AERA supports 12 divisions and 150 Special Interest Groups (SIGs). One of the latter is the Special Interest Group on Online Teaching and Learning (SIG-OTL). SIG-OTL is a multi- disciplinary community of scholars focused on the creation, use, and evaluation of online learning environments. This special issue spotlights 11 papers taken from those presented at the 2017 annual meeting.

scholarly journals Disability Studies in Education – Building Platforms to Reclaim Disability and Recognise Disablement

2019 ◽  
pp. 1-11 ◽  
Author(s):  
Roger Slee ◽  
Tim Corcoran ◽  
Marnie Best
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Disability Studies ◽  
Children With Disabilities ◽  
Practical Applications ◽  
Disability Studies In Education ◽  
Conceptual Foundations ◽  
Theoretical Foundations

This paper provides the historical and theoretical foundations for the emergent field of Disability Studies in Education. Disability Studies in Education proceeds from the trans-disciplinary work we find in the continuing development of Disability Studies. It applies the principles and conceptual threads of Disability Studies to critique the ableist traditions, structures and cultures of education and to suggest how education might be otherwise. The paper makes clear the distinction between special education and disability studies in education. Special education has proven its resilience and willingness to appropriate the discourse of inclusive education in order to adapt and sustain its core assumptions about children with disabilities and their education. Accordingly, it is critical that this journal make explicit the distinctions between the conceptual foundations and practical applications of special education and Disability Studies in Education. This first paper is an attempt at draw these lines of distinctions and the aspirations for the Journal of Disability Studies in Education.

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