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Author: Gillian Parekh Publisher: Taylor & Francis ISBN: 1000852970 Category : Education Languages : en Pages : 171
Book Description
This edited book makes an epistemic claim that disability studies’ approaches to curriculum are doing more than merely critiquing how privileged knowledge excludes disability from curriculum theory and praxis. The scholars, in this volume, argue, instead, that Disability Studies embodies an epistemic space that not only demonstrates its difference from the normative curriculum, it exceeds curriculum’s confining boundaries. Thus, they argue for a “curriculum about curriculum”—one that critically investigates the epistemological, ontological, and pedagogical claims of the normative curriculum from the critical standpoint of disability. Conceptualizing curriculum as cultural politics, each chapter offers a theorization of disability via a critical intersectional lens that addresses the following questions: What are the epistemological barriers/possibilities encountered when disability is brought into the intellectual ambit of curriculum theory? What would curriculum theory look like if disabled people re-imagined the curriculum? What is the link between curriculum and conceptions of specialized programming for students identified as disabled? And most critically, how do approaches to schooling and conceptions of ability within curriculum studies enact forms of racism, sexism, and heteronormativity as well as are complicit in the construction and removal of the disabled body from mainstream education? This book was originally published as a special issue of the journal Curriculum Inquiry.
Author: Gillian Parekh Publisher: Taylor & Francis ISBN: 1000852970 Category : Education Languages : en Pages : 171
Book Description
This edited book makes an epistemic claim that disability studies’ approaches to curriculum are doing more than merely critiquing how privileged knowledge excludes disability from curriculum theory and praxis. The scholars, in this volume, argue, instead, that Disability Studies embodies an epistemic space that not only demonstrates its difference from the normative curriculum, it exceeds curriculum’s confining boundaries. Thus, they argue for a “curriculum about curriculum”—one that critically investigates the epistemological, ontological, and pedagogical claims of the normative curriculum from the critical standpoint of disability. Conceptualizing curriculum as cultural politics, each chapter offers a theorization of disability via a critical intersectional lens that addresses the following questions: What are the epistemological barriers/possibilities encountered when disability is brought into the intellectual ambit of curriculum theory? What would curriculum theory look like if disabled people re-imagined the curriculum? What is the link between curriculum and conceptions of specialized programming for students identified as disabled? And most critically, how do approaches to schooling and conceptions of ability within curriculum studies enact forms of racism, sexism, and heteronormativity as well as are complicit in the construction and removal of the disabled body from mainstream education? This book was originally published as a special issue of the journal Curriculum Inquiry.
Author: David J. Connor Publisher: Teachers College Press ISBN: 0807773867 Category : Education Languages : en Pages : 289
Book Description
This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
Author: Subini Ancy Annamma Publisher: Routledge ISBN: 1315523035 Category : Education Languages : en Pages : 222
Book Description
WINNER OF THE 2019 AESA CRITICS' CHOICE BOOK AWARD WINNER OF THE 2018 NATIONAL WOMEN'S STUDIES ASSOCIATION ALISON PIEPMEIER BOOK PRIZE Linking powerful first-person narratives with structural analysis, The Pedagogy of Pathologization explores the construction of criminal identities in schools via the intersections of race, disability, and gender. amid the prevalence of targeted mass incarceration. Focusing uniquely on the pathologization of female students of color, whose voices are frequently engulfed by labels of deviance and disability, a distinct and underrepresented experience of the school-to-prison pipeline is detailed through original qualitative methods rooted in authentic narratives. The book’s DisCrit framework, grounded in interdisciplinary research, draws on scholarship from critical race theory, disability studies, education, women’s and girl’s studies, legal studies, and more.
Author: Alice Wong Publisher: Vintage ISBN: 1984899430 Category : Biography & Autobiography Languages : en Pages : 338
Book Description
“Disability rights activist Alice Wong brings tough conversations to the forefront of society with this anthology. It sheds light on the experience of life as an individual with disabilities, as told by none other than authors with these life experiences. It's an eye-opening collection that readers will revisit time and time again.” —Chicago Tribune One in five people in the United States lives with a disability. Some disabilities are visible, others less apparent—but all are underrepresented in media and popular culture. Activist Alice Wong brings together this urgent, galvanizing collection of contemporary essays by disabled people, just in time for the thirtieth anniversary of the Americans with Disabilities Act, From Harriet McBryde Johnson’s account of her debate with Peter Singer over her own personhood to original pieces by authors like Keah Brown and Haben Girma; from blog posts, manifestos, and eulogies to Congressional testimonies, and beyond: this anthology gives a glimpse into the rich complexity of the disabled experience, highlighting the passions, talents, and everyday lives of this community. It invites readers to question their own understandings. It celebrates and documents disability culture in the now. It looks to the future and the past with hope and love.
Author: Carmen Păunescu Publisher: Springer Nature ISBN: 3030840441 Category : Business & Economics Languages : en Pages : 316
Book Description
This open access book offers unique and novel views on the social innovation landscape, tools, practices, pedagogies, and research in the context of higher education. International, multi-disciplinary academics and industry leaders present new developments, research evidence, and practice expertise on social innovation in higher education institutions (HEIs), across academic and professional disciplines. The book includes a selected set of peer-reviewed chapters presenting different perspectives against which relevant actors can identify and analyse social innovation in HEIs. The volume demonstrates how HEIs can respond to societal challenges, support positive social change, and contribute to the development of international public policy discourse. It answers the question ‘how does the present higher education system, in different countries, promote social innovation and create social change and impact’. In answering this question, the book identifies factors driving success as well as obstacles. Furthermore, it examines how higher education innovation assists societal challenges and investigates the benefits of effective social innovation engagement by HEIs. The interdisciplinary approach of the volume makes it a must-read for scholars, students, policy-makers, and practitioners of economics, education, business and management, political science, and sociology interested in a better understanding of social innovation.
Author: H. Lee Swanson Publisher: Guilford Press ISBN: 9781593853037 Category : Education Languages : en Pages : 587
Book Description
This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities over the last 20 years. With contributions from leading researchers, the volume synthesizes a vast body of knowledge on the nature of learning disabilities, their relationship to basic psychological and brain processes, and how students with these difficulties can best be identified and treated. Findings are reviewed on ways to support student performance in specific skill areas--including language arts, math, science, and social studies--as well as general principles of effective instruction that cut across academic domains.
Author: Karrie A. Shogren Publisher: Routledge ISBN: 1317566238 Category : Education Languages : en Pages : 731
Book Description
The Handbook of Research-Based Practices for Educating Students with Intellectual Disability provides an integrated, transdisciplinary overview of research-based practices for teaching students with intellectual disability. This comprehensive volume emphasizes education across life stages, from early intervention in schools through the transition to adulthood, and highlights major educational and support needs of children and youth with intellectual disability. The implications of history, recent research, and existing information are positioned to systematically advance new practices and explore promising possibilities in the field. Driven by the collaboration of accomplished, nationally recognized professionals of varied approaches and philosophies, the book emphasizes practices that have been shown to be effective through multiple methodologies, so as to help readers select interventions based on the evidence of their effectiveness.
Author: William T. Pink Publisher: Springer ISBN: 3319403176 Category : Education Languages : en Pages : 1363
Book Description
This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education. Each chapter reflects contemporary cutting-edge issues in urban education as defined by their local context. One important theme that runs throughout this handbook is how urban is defined, and under what conditions the marginalized are served by the schools they attend. Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of nations. This second handbook focuses on factors such as social stratification, segmentation, segregation, racialization, urbanization, class formation and maintenance, and patriarchy. The central concern is to explore how equity plays out for those traditionally marginalized in urban schools in different locations around the globe. Researchers will find an analysis framework that will make the current practice and outcomes of urban education, and their alternatives, more transparent, and in turn this will lead to solutions that can help improve the life-options for students historically underserved by urban schools.
Author: Donald H. Saklofske Publisher: Oxford University Press ISBN: 0199796351 Category : Psychology Languages : en Pages : 885
Book Description
Psychological assessment has always paralleled the growth of psychology and its specialties, and it is not an overstatement to say that measurement and assessment are the cornerstones of psychology, providing the tools and techniques for gathering information to inform our understanding of human behavior. However, the continued growth and new developments in the assessment literature requires an ongoing examination of the principles and practices of central importance to psychological assessment. The Oxford Handbook of Child Psychological Assessment covers all areas of child and adolescent assessment. Leaders in the field summarize and synthesize state-of-the-science assessment theories, techniques, and applications. Placing an emphasis on clinical and psychoeducational assessment issues, chapters explore issues related to the foundations, models, special topics, and practice of psychological assessment. Appropriate as a desk reference or a cover-to-cover read, this comprehensive volume surveys fundamental principles of child assessment, including ability, achievement, behavior, and personality; covers the role of theory and measurement in psychological assessment; and presents new methods and data.
Author: Melissa A. Bray Ph.D. Publisher: Oxford University Press ISBN: 0199708673 Category : Psychology Languages : en Pages : 915
Book Description
With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents. Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include: - allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models - service delivery designed to improve competencies of all students - the relationship between general cognitive ability and important life outcomes - the development of viable and enduring educational, family, and community systems to support students - increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling - outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system - all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children - building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.
Author: Gillian Parekh
Author: Gillian Parekh
Author: David J. Connor
Author: Subini Ancy Annamma
Author: Alice Wong
Author: Carmen Păunescu
Author: H. Lee Swanson
Author: Karrie A. Shogren
Author: William T. Pink
Author: Donald H. Saklofske
Author: Melissa A. Bray Ph.D.