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This edited volume foregrounds Disability Critical Race Theory
(DisCrit) as an intersectional framework that has informed
scholarly analyses of racism and ableism from the personal to the
global-offering important interventions into theory, practice,
policy, and research. The authors offer deep personal explorations,
innovative interventions aimed at transforming schools,
communities, and research practices, and expansive engagements and
global conversations around what it means for theory to travel
beyond its original borders or concerns. The chapters in this book
use DisCrit as a springboard for further thinking, illustrating its
role in fostering transgressive, equity-based, and action-oriented
scholarship. This book was originally published as a special issue
of the journal, Race Ethnicity and Education.
Now in its second edition, Rethinking Disability introduces new and
experienced teachers to ethical framings of disability and
strategies for effectively teaching and including students with
disabilities in the general education classroom. Grounded in a
disability studies framework, this text's unique narrative style
encourages readers to examine their beliefs about disability and
the influence of historical and cultural meanings of disability
upon their work as teachers. The second edition offers clear and
applicable suggestions for creating dynamic and inclusive classroom
cultures, getting to know students, selecting appropriate
instructional and assessment strategies, co-teaching, and promoting
an inclusive school culture. This second edition is fully revised
and updated to include a brief history of disability through the
ages, the relevance of current educational policies to inclusion,
technology in the inclusive classroom, intersectionality and its
influence upon inclusive practices, working with families, and
issues of transition from school to the post-school world. Each
chapter now also includes a featured "voice from the field" written
by persons with disabilities, parents, and teachers.
Now in its second edition, Rethinking Disability introduces new and
experienced teachers to ethical framings of disability and
strategies for effectively teaching and including students with
disabilities in the general education classroom. Grounded in a
disability studies framework, this text's unique narrative style
encourages readers to examine their beliefs about disability and
the influence of historical and cultural meanings of disability
upon their work as teachers. The second edition offers clear and
applicable suggestions for creating dynamic and inclusive classroom
cultures, getting to know students, selecting appropriate
instructional and assessment strategies, co-teaching, and promoting
an inclusive school culture. This second edition is fully revised
and updated to include a brief history of disability through the
ages, the relevance of current educational policies to inclusion,
technology in the inclusive classroom, intersectionality and its
influence upon inclusive practices, working with families, and
issues of transition from school to the post-school world. Each
chapter now also includes a featured "voice from the field" written
by persons with disabilities, parents, and teachers.
This book purposefully connects practice to research, and vice
versa, through the use of deeply personal stories in the form of
autoethnographic memoirs. In this collection, twenty contributors
share selected tales of teaching students with dis/abilities in
K-12 settings across the USA, including tentative triumphs,
frustrating failures, and a deep desire to understand the dynamics
of teaching and learning. The authors also share an early awareness
of significant dissonance between academic knowledge taught to them
in teacher education programs and their own experiential knowledge
in schools. Coming to question established practices within the
field of special education in relation to the children they taught,
each author grew increasingly critical of deficit-models of
disability that emphasized commonplace practices of physical and
social exclusion, dysfunction and disorders, repetitive remediation
and punitive punishments. The authors describe how their
interactions with children and youth, parents, and administrators,
in the context of their classrooms and schools, influenced a shift
away from the limiting discourse of special education and toward
become critical special educators and/or engage with disability
studies as a way to reclaim, reframe, and reimagine disability as a
natural part of human diversity. Furthermore, the authors document
how these early experiences in the everydayness of schooling helped
ground them as teachers and later, teacher educators, who
galvanized their research trajectories around studying issues of
access and equality throughout educational structures and systems,
while developing new theoretical models within Disability Studies
in Education, aimed to impact practices and policies.
Urban Narratives foregrounds previously silenced voices of young
people of color who are labeled disabled. Overrepresented in
special education classes, yet underrepresented in educational
research, these students - the largest group within segregated
special education classes - share their perceptions of the world
and their place within it. Eight 'portraits in progress' consisting
of their own words and framed by their poetry and drawings, reveal
compelling insights about life inside and out of the American urban
education system. The book uses an intersectional analysis to
examine how power circulates in society throughout and among
historical, cultural, institutional, and interpersonal domains,
impacting social, academic, and economic opportunities for
individuals, and expanding or circumscribing their worlds.
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.
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.
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.
Embracing Diversity is about the craft of teaching, with a
particular focus on celebrating the myriad of human identities
through classic, contemporary, and unconventional texts.
Experienced secondary English language arts educators narrate their
own experiences and provide insights through reflecting upon
aspects of everyday pedagogy. Featuring a rich array of texts
designed to be both familiar and unfamiliar to the reader, the
authors explore complex issues raised by a diverse body of writers,
while simultaneously sharing methods that engage students to think
critically. Topics include how students' learning is influenced by
their identities; the importance of building relationships;
creating a balanced curriculum; developing cultural responsivity
and cultural sustainability; confronting (dis)comfort zonesadapting
to different educational contexts; and considering how the COVID-19
pandemic changed teaching. This teacher-friendly resource
illustrates how reflective practitioners are assisted in their goal
of teaching literacy skills while encompassing issues of social
justice. Book Features: Multiple examples of classroom activities
for the secondary ELA classroom. User-friendly text boxes
highlighting points of interest. Questions at the end of each
chapter to help readers reflect on their own practices. Detailed
appendices featuring recommended books and practical resources.
This book is a true story of one family's journey into inclusive
education. Having previously been told that her son Benny had
"failed to function" in two exclusionary special education
classrooms in New York City, Berman's family set off in search of a
school where Benny would be accepted for who he was, while having
the opportunity to grow and flourish academically, socially, and
emotionally alongside his brother, Adam. Connor's interest was
piqued when Berman shared her desire to document the ways in which
the new school community had supported Benny throughout the years.
Together, they thought, surely other teachers, school and district
level administrators, parents of children with and without
disabilities, teacher educators, and student teachers, could learn
from such a success story? The result of their collaboration is
this book in which Berman skillfully narrates episodes across time,
describing ways in which children, teachers, educational
assistants, parents, and a principal came to know Benny-developing
numerous and often creative ways to include him in their
classrooms, school, and community. Connor's commentaries after each
chapter link practice to theory, revealing ways in which much of
what the school community seems to "do naturally" is, in fact,
highly compatible with a Disability Studies in Education (DSE)
approach to inclusive education. By illuminating multiple
approaches that have worked to include Benny, the authors invite
educators and families to envision further possibilities within
their own contexts.
Practicing Disability Studies in Education: Acting Toward Social
Change celebrates the diversity of contemporary work being
developed by a range of scholars working within the field of
Disability Studies in Education (DSE). The central idea of this
volume is to share ways in which educators practice DSE in creative
and eclectic ways in order to rethink, reframe, and reshape the
current educational response to disability. Largely confined to the
limitations of traditional educational discourse, this collective
(and growing) group continues to push limits, break molds, assert
the need for plurality, explore possibilities, move into the
unknown, take chances, strategize to destabilize, and co-create new
visions for what can be, instead of settling for what is. Much like
jazz musicians who rely upon one another on stage to create music
collectively, these featured scholars have been - and continue to -
riff with one another in creating the growing body of DSE
literature. In sum, this volume is DSE "at work."
Embracing Diversity is about the craft of teaching, with a
particular focus on celebrating the myriad of human identities
through classic, contemporary, and unconventional texts.
Experienced secondary English language arts educators narrate their
own experiences and provide insights through reflecting upon
aspects of everyday pedagogy. Featuring a rich array of texts
designed to be both familiar and unfamiliar to the reader, the
authors explore complex issues raised by a diverse body of writers,
while simultaneously sharing methods that engage students to think
critically. Topics include how students' learning is influenced by
their identities; the importance of building relationships;
creating a balanced curriculum; developing cultural responsivity
and cultural sustainability; confronting (dis)comfort zonesadapting
to different educational contexts; and considering how the COVID-19
pandemic changed teaching. This teacher-friendly resource
illustrates how reflective practitioners are assisted in their goal
of teaching literacy skills while encompassing issues of social
justice. Book Features: Multiple examples of classroom activities
for the secondary ELA classroom. User-friendly text boxes
highlighting points of interest. Questions at the end of each
chapter to help readers reflect on their own practices. Detailed
appendices featuring recommended books and practical resources.
Food security and environmental conservation are two of the
greatest challenges facing the world today. It is predicted that
food production must increase by at least 70% before 2050 to
support continued population growth, though the size of the world's
agricultural area will remain essentially unchanged. This updated
and thoroughly revised second edition provides in-depth coverage of
the impact of environmental conditions and management on crops,
resource requirements for productivity and effects on soil
resources. The approach is explanatory and integrative, with a firm
basis in environmental physics, soils, physiology and morphology.
System concepts are explored in detail throughout the book, giving
emphasis to quantitative approaches, management strategies and
tactics employed by farmers, and associated environmental issues.
Drawing on key examples and highlighting the role of science,
technology and economic conditions in determining management
strategies, this book is suitable for agriculturalists, ecologists
and environmental scientists.
Reading Resistance confronts longstanding exclusionary practices in
U.S. public schooling. Beth A. Ferri and David J. Connor trace the
interconnected histories of race and disability in the public
imagination through their nuanced analysis of editorial pages and
other public discourses, including political cartoons and eugenics
posters. By uncovering how the concept of disability was used to
resegregate students of color after the historic Brown decision,
the authors argue that special education has played a role in
undermining school desegregation. In its critical,
interdisciplinary focus on the interlocking politics of race and
disability, Reading Resistance offers important contributions to
educational research, theory, and policy.
This sequel to the influential 2016 work DisCrit—Disability
Studies and Critical Race Theory in Education explores how DisCrit
has both deepened and expanded, providing increasingly nuanced
understandings about how racism and ableism circulate across
geographic borders, academic disciplines, multiplicative
identities, intersecting oppressions, and individual and cultural
resistances. Following an incisive introduction by DisCrit
intellectual forerunner Alfredo Artiles, a diverse group of authors
engage in inward, outward, and margin-to-margin analyses that raise
deep and enduring questions about how we as scholars and teachers
account for and counteract the collusive nature of oppressions
faced by minoritized individuals with disabilities, particularly in
educational contexts. Contributors ask readers to consider incisive
questions such as: What are the affordances and constraints of
DisCrit as it travels outside of U.S. contexts? How can DisCrit, as
a critical and intersectional framework, be used to support and
extend diverse forms of activism, expanded solidarities, and
collective resistance? How can DisCrit inform and be augmented by
engagements with other critical theories and modes of inquiry? How
can DisCrit help to illuminate agency and resistance among learners
with complex learning needs? How might DisCrit inform legal studies
and other disciplinary and interdisciplinary contexts? How can
DisCrit be a critical friend to interrogations involving issues of
citizenship, language, and more? Book Features: Expands the
discussion on DisCrit to include issues of language, citizenship,
and post-secondary education, and more. Presents a robust
engagement with DisCrit that reaches across disciplines,
geographies, and temporalities. Highlights the lived experience of
people with disabilities as knowledge generators fighting against
the collusive power of racism and ableism. Recognizes that
disability is complex, multifaceted, and not bound by labels for
Black people, Indigenous People, and other People of Color in
educational experiences and throughout the lifespan Further
explores the discussion on DisCrit while encouraging disability
scholars to substantially integrate racism into their analyses, and
for race scholars to do the same with ableism.
This sequel to the influential 2016 work DisCrit-Disability Studies
and Critical Race Theory in Education explores how DisCrit has both
deepened and expanded, providing increasingly nuanced
understandings about how racism and ableism circulate across
geographic borders, academic disciplines, multiplicative
identities, intersecting oppressions, and individual and cultural
resistances. Following an incisive introduction by DisCrit
intellectual forerunner Alfredo Artiles, a diverse group of authors
engage in inward, outward, and margin-to-margin analyses that raise
deep and enduring questions about how we as scholars and teachers
account for and counteract the collusive nature of oppressions
faced by minoritized individuals with disabilities, particularly in
educational contexts. Contributors ask readers to consider incisive
questions such as: What are the affordances and constraints of
DisCrit as it travels outside of U.S. contexts? How can DisCrit, as
a critical and intersectional framework, be used to support and
extend diverse forms of activism, expanded solidarities, and
collective resistance? How can DisCrit inform and be augmented by
engagements with other critical theories and modes of inquiry? How
can DisCrit help to illuminate agency and resistance among learners
with complex learning needs? How might DisCrit inform legal studies
and other disciplinary and interdisciplinary contexts? How can
DisCrit be a critical friend to interrogations involving issues of
citizenship, language, and more? Book Features: Expands the
discussion on DisCrit to include issues of language, citizenship,
and post-secondary education, and more. Presents a robust
engagement with DisCrit that reaches across disciplines,
geographies, and temporalities. Highlights the lived experience of
people with disabilities as knowledge generators fighting against
the collusive power of racism and ableism. Recognizes that
disability is complex, multifaceted, and not bound by labels for
Black people, Indigenous People, and other People of Color in
educational experiences and throughout the lifespan Further
explores the discussion on DisCrit while encouraging disability
scholars to substantially integrate racism into their analyses, and
for race scholars to do the same with ableism.
This book is a true story of one family's journey into inclusive
education. Having previously been told that her son Benny had
"failed to function" in two exclusionary special education
classrooms in New York City, Berman's family set off in search of a
school where Benny would be accepted for who he was, while having
the opportunity to grow and flourish academically, socially, and
emotionally alongside his brother, Adam. Connor's interest was
piqued when Berman shared her desire to document the ways in which
the new school community had supported Benny throughout the years.
Together, they thought, surely other teachers, school and district
level administrators, parents of children with and without
disabilities, teacher educators, and student teachers, could learn
from such a success story? The result of their collaboration is
this book in which Berman skillfully narrates episodes across time,
describing ways in which children, teachers, educational
assistants, parents, and a principal came to know Benny-developing
numerous and often creative ways to include him in their
classrooms, school, and community. Connor's commentaries after each
chapter link practice to theory, revealing ways in which much of
what the school community seems to "do naturally" is, in fact,
highly compatible with a Disability Studies in Education (DSE)
approach to inclusive education. By illuminating multiple
approaches that have worked to include Benny, the authors invite
educators and families to envision further possibilities within
their own contexts.
In this groundbreaking volume, 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).
Food security and environmental conservation are two of the
greatest challenges facing the world today. It is predicted that
food production must increase by at least 70% before 2050 to
support continued population growth, though the size of the world's
agricultural area will remain essentially unchanged. This updated
and thoroughly revised second edition provides in-depth coverage of
the impact of environmental conditions and management on crops,
resource requirements for productivity and effects on soil
resources. The approach is explanatory and integrative, with a firm
basis in environmental physics, soils, physiology and morphology.
System concepts are explored in detail throughout the book, giving
emphasis to quantitative approaches, management strategies and
tactics employed by farmers, and associated environmental issues.
Drawing on key examples and highlighting the role of science,
technology and economic conditions in determining management
strategies, this book is suitable for agriculturalists, ecologists
and environmental scientists.
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