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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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