Author: Vera Lucia Brandao Dolan Publisher: ISBN: Category : Languages : en Pages :
Book Description
In the neoliberal academy, professors who disclose any form of impairment risk raising concerns about their fitness to perform their jobs. Academics are expected to deliver highly measurable outcomes from their work in order to build a positive reputation among their peers. But given the negativity that typically characterizes the disability discourse in Western cultures, it is all too easy for the scholarly community to infer that differentness equates to ineptness. Thus, individualist and ableist discourses are central to the discussion of power relations and care of the self in the contemporary academy. The focus of this doctoral thesis is "diversable" professors performing under neoliberal academic regimes. The term "diversability" is used to designate people with disabilities-particularly of an invisible nature-while debunking the fallacious connotation of incompetence habitually attached to their differentness. Combining self-narrative and postmodern-grounded theory, this study derives valuable insights from the stories of 16 professors, both tenured and untenured, who reveal how they navigate disability, as well as the intersecting dimensions of differentness attached to their self-identities. The findings suggest that diversable professors, in spite of an academic environment embedded in disability avoidance-and the usual structural contingencies that can prevent scholars from fully demonstrating their value-can present counter-narratives that include positive constructions of self-identity as good teachers, researchers and advocates for social justice. This research also uncovers inadequacies in the academy itself-but not without a message of hope for remedial change.
Author: Cassidy, Kimberly Dianne Publisher: IGI Global ISBN: 1799873617 Category : Education Languages : en Pages : 235
Book Description
The lives of students with disabilities need to be told in ways that inform preservice teachers about the work involved to legally and morally meet the needs of these students. Hearing the positive and negative experiences of students with disabilities from elementary through college can inform preservice teachers as well as potentially prevent them from repeating some of the same mistakes. The richness of the personal stories of these students and how their experiences can shape the future for students like them offers teachable moments for professors and preservice teachers to use in classrooms. Advising Preservice Teachers Through Narratives From Students With Disabilities heralds the stories of students with disabilities as they trace their journey from the PK-12 setting into university and adult life and addresses aspects that any new teacher must know in order to meet the needs of today's PK-12 classrooms. Covering topics such as social justice, virtual learning, and faculty convenience, it is ideal for preservice teachers, practicing teachers, administrators, professors, researchers, academicians, and students.
Author: David J. Connor Publisher: Rowman & Littlefield ISBN: 149856822X Category : Education Languages : en Pages : 321
Book Description
This book chronicles the professional life of a career-long, inclusive educator in New York City through eight different stages in special and general education. Developing a new approach to research as part of qualitative methodology, David J. Connor merges the academic genre of autoethnography with memoir to create a narrative that engages the reader through stories of personal experiences within the professional world that politicized him as an educator. After each chapter’s narrative, a systematic analytic commentary follows that focuses on: teaching and learning in schools and universities; the influence of educational laws; specific models of disability and how influence educators and educational researchers; and educational structures and systems—including their impact on social, political, and cultural experiences of people with disabilities. This autoethnographic memoir documents, over three decades, the relationship between special and general education, the growth of the inclusion movement, and the challenge of special education as a discrete academic field. As part of a national group of critical special educators, Connor describes the growth of counter-theory through the inception and subsequent growth of DSE as a viable academic field, and the importance of rethinking human differences in new ways.
Author: Shawn Anthony Robinson Publisher: IAP ISBN: 1641131861 Category : Education Languages : en Pages : 154
Book Description
This edited book reflects a much needed area of scholarship as the voices of African American (AA) or Black students defined by various labels such as learning disability, blindness/visual impairment, cognitive development, speech or language impairment, and hearing impairment are rare within the scholarly literature. Students tagged with those identifiers within the Pk-20 academic system have not only been ignored, and discounted, but have also had their learning framed from a deficit perspective rather than a strength-based perspective. Moreover, it was uncommon to hear first person narratives about how AA students have understood their positions within the general education and special education systems. Therefore, with a pervasive lack of knowledge when it comes to understanding the experiences of AA with disabilities, this book describes personal experiences, and challenges the idea that AA students with disabilities are substandard. While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that those with disabilities cannot succeed or obtain terminal degrees. Overall, this edited book is a much needed contribution to the scholarly literature and may help teachers across a wide array of academic disciplines in meeting the academic and social needs of AA students with disabilities. ENDORSEMENTS: Dr. Shawn Robinson’s collection of personal narratives raises critical questions about the U. S. public education system. Written by African Americans compartmentalized in special education programs because of actual or perceived disabilities, these stories will impel readers even tangentially affiliated with educational institutions to consider testing, placement, mainstreaming, retention and promotion, and other assessment policies that determine grade-level readiness. Thanks to Robinson, the perspectives of these graduates who surmounted barriers to more positive and accommodating learning environments now receive proper attention. ~ John Pruitt, University of Wisconsin-Rock County With a bold vision, Dr. Shawn Anthony Robinson enters the discussion of Special Education with a collection of narratives that highlight the struggles and triumphs of marginalized students. In America, we have a long, contested history of “inclusion” of students of color and difference in our public, mainstream institutions. When these students are invited to the education table, they still must overcome persistent and pernicious barriers to true and equal educational opportunities. Consequently, students are left to “sink or swim” in oceans disparity and inequity. This collection of narratives and counter-narratives, confront the absence of adequate research and other empirical evidence of pedagogy and practice that would be essential to 21st Century progress in educational praxis. This volume represents one, important step towards adding new voices to the continuing struggle of meaningful inclusion. How might students of color and difference succeed in an education system that provides “no room to bloom? The authors address this challenge by exploring topics such as Aspirational Capital, Linguistic Capital, Familial Capital, Social Capital, Navigational Capital and Resistance Capital. The reader will be exposed to ideas that will help students “make a way out of no way” by working both within and against educational systems full of barriers and opportunities. Congratulations to Dr. Robinson and his colleagues as the content of this volume represents an important contribution to the extant literature. ~ Gregory A. Diggs , Denver, Colorado
Author: Srikala Naraian Publisher: Peter Lang Us ISBN: 9781433184789 Category : Children with disabilities Languages : en Pages : 166
Book Description
The purpose of this book is to understand the ways that teachers' engagement with schooling contexts produces forms of inclusive practice that are varied, unpredictable and shifting. Our purpose is not to critique these teachers, nor to hold them up somehow as exemplary inclusive educators.
Author: Valerie Raoul Publisher: Wilfrid Laurier Univ. Press ISBN: 1554581214 Category : Psychology Languages : en Pages : 375
Book Description
Unfitting Stories: Narrative Approaches to Disease, Disability, and Trauma illustrates how stories about ill health and suffering have been produced and received from a variety of perspectives. Bringing together the work of Canadian researchers, health professionals, and people with lived experiences of disease, disability, or trauma, it addresses central issues about authority in medical and personal narratives and the value of cross- or interdisciplinary research in understanding such experiences. The book considers the aesthetic dimensions of health-related stories with literary readings that look at how personal accounts of disease, disability, and trauma are crafted by writers and filmmakers into published works. Topics range from psychiatric hospitalization and aestheticizing cancer, to father-daughter incest in film. The collection also deals with the therapeutic or transformative effect of stories with essays about men, sport, and spinal cord injury; narrative teaching at L’Arche (a faith-based network of communities inclusive of people with developmental disabilities); and the construction of a “schizophrenic” identity. A final section examines the polemical functions of narrative, directing attention to the professional and political contexts within which stories are constructed and exchanged. Topics include ableist limits on self-narration; drug addiction and the disease model; and narratives of trauma and Aboriginal post-secondary students. Unfitting Stories is essential reading for researchers using narrative methods or materials, for teachers, students, and professionals working in the field of health services, and for concerned consumers of the health care system. It deals with practical problems relevant to policy-makers as well as theoretical issues of interest to specialists in bioethics, gender analysis, and narrative theory. Read the chapter “Social Trauma and Serial Autobiography: Healing and Beyond” by Bina Freiwald on the Concordia University Library Spectrum Research Repository website.
Author: David J. Connor Publisher: Peter Lang Us ISBN: 9781433185618 Category : Education Languages : en Pages : 330
Book Description
This book connects practice to research, and vice versa, through the use of deeply personal stories in the form of autoethnographic memoirs on teaching students with dis/abilities in K-12 settings across the USA.
Author: Thomas Hehir Publisher: Harvard Education Press ISBN: 1612507832 Category : Biography & Autobiography Languages : en Pages : 307
Book Description
When their children were young, several parents interviewed in this book were told “you can’t expect much from your child.” As they got older, the kids themselves often heard the same thing: that as children with disabilities, academic success would be elusive, if not impossible, for them. How Did You Get Here? clearly refutes these common, destructive assumptions. It chronicles the educational experiences—from early childhood through college—of sixteen students with disabilities and their paths to personal and academic success at Harvard University. The book explores common themes in their lives—including educational strategies, technologies, and undaunted intellectual ambitions—as well as the crucial roles played by parents, teachers, and other professionals. Above all, it provides a clear and candid account—in the voices of the students themselves—of what it takes to grapple effectively with the many challenges facing young people with disabilities. A compelling and practical book, How Did You Get Here?offers clear accounts not only of the challenges and biases facing young disabled students, but also of the opportunities they found, and created, on the way to academic and personal success.
Author: Susan Baglieri Publisher: Routledge ISBN: 1351002848 Category : Education Languages : en Pages : 278
Book Description
Undoing Ableism is a sourcebook for teaching about disability and anti-ableism in K–12 classrooms. Conceptually grounded in disability studies, critical pedagogy, and social justice education, this book provides both a rationale as well as strategies for broad-based inquiries that allow students to examine social and cultural foundations of oppression, learn to disrupt ableism, and position themselves as agents of social change. Using an interactive style, the book provides tools teachers can use to facilitate authentic dialogues with students about constructed meanings of disability, the nature of belongingness, and the creation of inclusive communities.
Author: Vera Lucia Brandao Dolan
Author: Cassidy, Kimberly Dianne
Author: David J. Connor
Author: Margaret Price
Author: Shawn Anthony Robinson
Author: Srikala Naraian
Author: Valerie Raoul
Author: David J. Connor
Author: Thomas Hehir
Author: Susan Baglieri