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This edited volume highlights the rich and complex educational
debates around Critical Disability Studies in Education (DSE),
critical mental health, and crip theories. Chapter authors use the
term Dis/ability to criticize aspects of education research and
international development that do not center the experiences of
dis/abled students and people with dis/abilities. Through case
studies from around the Americas, chapters highlight how top-down
approaches to disabilities further oppress rather than emancipate.
The volume prioritizes the spaces of resistance where local
initiatives speak back to the demands imposed by an
ever-globalizing world shaped by colonialism and imperialism,
undergird by intersectional ableism. Voices of disabled students
and people with dis/abilities counter-narrate the personal,
interpersonal, structural, and political ways in which biomedical
and psychological models of disability have impacted their
well-being throughout education and society in the Americas.
Through a critical sentipensante approach that centers the
"epistemologies of the south," this volume challenges global mental
health and dis/ability hegemony in the Americas.
This edited volume highlights the rich and complex educational
debates around Critical Disability Studies in Education (DSE),
critical mental health, and crip theories. Chapter authors use the
term Dis/ability to criticize aspects of education research and
international development that do not center the experiences of
dis/abled students and people with dis/abilities. Through case
studies from around the Americas, chapters highlight how top-down
approaches to disabilities further oppress rather than emancipate.
The volume prioritizes the spaces of resistance where local
initiatives speak back to the demands imposed by an
ever-globalizing world shaped by colonialism and imperialism,
undergird by intersectional ableism. Voices of disabled students
and people with dis/abilities counter-narrate the personal,
interpersonal, structural, and political ways in which biomedical
and psychological models of disability have impacted their
well-being throughout education and society in the Americas.
Through a critical sentipensante approach that centers the
"epistemologies of the south," this volume challenges global mental
health and dis/ability hegemony in the Americas.
In Understanding the Boundary between Disability Studies and
Special Education through Consilience, Self-Study, and Radical
Love, the authors explore what it means to engage in boundary work
at the intersection of traditional special education systems and
critical disability studies in education. The book consists of
fifteen groundbreaking accounts that challenge dominant medicalized
discourses about what it means to exist within and around special
education systems that create space for new conceptions of what it
means to teach, lead, learn, and exist within a conciliatory space
driven by radical love and disability justice principles. The book
pushes readers to consider how their own personal, professional and
programmatic future transformational actions can be driven by
disruption and the desire for freedom from the hegemony of
traditional special education and White and Ability supremacy.
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