scholarly journals Does Dis/ability Now Sit at the Table(s) of Social Justice and Multicultural Education? - A Descriptive Survey of Three Recent Anthologies

2012 ◽  
Vol 32 (3) ◽  
Author(s):  
David Connor
Keyword(s):  
Social Justice ◽  
Multicultural Education ◽  
Disability Studies ◽  
Research And Practice ◽  
Social Justice Pedagogy ◽  
Policy Theory ◽  
Disability Studies In Education ◽  
Theory Research ◽  
Descriptive Survey ◽  
Micro Analysis

<p>Keywords: disability, diversity, culture, social justice</p><p>In this paper I contemplate the recent inclusion of disability within three contemporary diversity-based anthologies on social justice and multicultural education: Diversity and Multiculturalism: A Reader (2009), The Handbook of Social Justice in Education (2009), and Social Justice Pedagogy Across the Curriculum (2010). Using a macro analysis of each book and a micro analysis of ninety-nine chapters in total, I analyze emergent themes and contemplate ways in which disability is framed within broader conceptions of social justice and notions of multiculturalism. Additionally, I discuss the implications for Disability Studies in Education being included within these anthologies on social justice and multicultural education, and describe potential areas of interdisciplinary growth within policy, theory, research and practice.</p>

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 Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education

2017 ◽  
Vol 19 (2) ◽  
pp. 1 ◽  
Author(s):  
Hyunhee Cho
Keyword(s):  
Social Justice ◽  
Multicultural Education ◽  
Research And Practice ◽  
Teaching For Social Justice ◽  
Inherent Feature ◽  
Degree Of Coherence ◽  
Social Justice Teaching ◽  
High Degree ◽  
Personal Literacy ◽  
Nancy Fraser

This article uses well-received contemporary scholarship—works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay—to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these relationships, the article suggests that social justice is an inherent feature and goal of multicultural education, and the discourses between teaching for social justice and multicultural education should be mutually associated with one another to more effectively promote social justice. The article closes by outlining personal literacy that has the potential to enrich research and practice in multicultural education.

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.

Positioning Classism Within Counseling Psychology's Social Justice Agenda

2007 ◽  
Vol 36 (6) ◽  
pp. 895-924 ◽  
Author(s):  
Laura Smith
Keyword(s):  
Social Justice ◽  
Counseling Psychology ◽  
Research And Practice ◽  
Theory Research ◽  
Deliberate Effort ◽  
Counseling Psychologists

Counseling psychologists have been instrumental in advancing a social justice agenda within the larger field of psychology. What is still missing within this agenda, however, is a fully developed consideration of classism within the spectrum of oppressions more commonly addressed in discussions of social justice and multiculturalism. The operations of classism can be difficult to see in a society that has long considered itself to be classless, and for counseling psychologists to undertake this work, they must initiate a deliberate effort to develop their awareness of classism as it affects their theory, research, and practice. In support of this end, the author presents a social justice conceptualization of classism, provides examples of classism at work, and outlines the resulting implications for counseling psychology practice.

Advancing Social Justice in Vocational Theory, Research, and Practice

2005 ◽  
Vol 33 (2) ◽  
pp. 197-206 ◽  
Author(s):  
Fred H. Borgen
Keyword(s):  
Social Justice ◽  
Counseling Psychology ◽  
Vocational Psychology ◽  
Development Theory ◽  
Vocational Development ◽  
Research And Practice ◽  
Working Lives ◽  
Vocational Theory ◽  
Theory Research

David Blustein, Ellen Hawley McWhirter, and Justin Perry present a social justice agenda for action in vocational psychology in their article “An Emancipatory Communitarian Approach to Vocational Development Theory, Research, and Practice.” They build on robust work in counseling psychology over recent decades by using the critical work of Isaac Prilleltensky as a fulcrum for advancing this agenda. Much of their case effectively argues that we should move beyond tradition to improve the working lives of our clients. While their arguments are powerful, I suggest several ways to expand their discourse.

Sign in / Sign up

Export Citation Format

Share Document