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Asset-based pedagogies, such as culturally relevant/sustaining
teaching, are frequently used to improve the educational
experiences of students of color and to challenge the White
curriculum that has historically informed school practices. Yet
asset-based pedagogies have evaded important aspects of students'
culture and identity: those related to disability. Sustaining
Disabled Youth is the first book to accomplish this. It brings
together a collection of work that situates disability as a key
aspect of children and youth's cultural identity construction. It
explores how disability intersects with other markers of difference
to create unique cultural repertoires to be valued, sustained, and
utilized for learning. Readers will hear from prominent and
emerging scholars and activists in disability studies who engage
with the following questions: Can disability be considered an
identity and culture in the same ways that race and ethnicity are?
How can disability be incorporated to develop and sustain
asset-based pedagogies that attend to intersecting forms of
marginalization? How can disability serve in inquiries on the use
of asset-based pedagogies? Do all disability identities and
embodiments merit sustaining? How can disability justice be
incorporated into other efforts toward social justice? Book
Features: Provides critical insights to bring disability in
conversation with asset-based pedagogies. Highlights contributions
of both university scholars and community activists. Includes
analytical and practical tools for researchers, classroom teachers,
and school administrators. Offers important recommendations for
teacher education programs.
Through powerful narratives of parents of Black and Latinx students
with disabilities, this book provides a unique look at the
relationship between disability, race, urban space, and
market-driven educational policies. Offering significant insights
into complex forms of educational exclusion, the text illustrates
the actual challenges and paradoxes of school choice faced by
today's parents. Included are explanations for the kinds of
injustices students with disabilities face every day, as well as
resources that can be helpful for engaging in collective action
aimed at improving educational services for all children. This
accessible resource offers recommendations to help policymakers,
charter school administrators, teachers, and families tackle the
challenges of school choice while dealing effectively with the new
generation of inclusive schools.Book Features: Presents a
first-of-its-kind look at how Black and Latinx parents of students
with disabilities experience market-driven approaches to education.
Identifies the consequences of push-out practices in charter
schools and how families experience and resist these practices.
Situates school choice amid historical and compounding forms of
exclusion associated with geographical (neighborhood) and social
(disability, race, and class) locations. Provides lessons learned
and valuable guidance for creating a new generation of inclusive
charter schools.
Through powerful narratives of parents of Black and Latinx students
with disabilities, this book provides a unique look at the
relationship between disability, race, urban space, and
market-driven educational policies. Offering significant insights
into complex forms of educational exclusion, the text illustrates
the actual challenges and paradoxes of school choice faced by
today's parents. Included are explanations for the kinds of
injustices students with disabilities face every day, as well as
resources that can be helpful for engaging in collective action
aimed at improving educational services for all children. This
accessible resource offers recommendations to help policymakers,
charter school administrators, teachers, and families tackle the
challenges of school choice while dealing effectively with the new
generation of inclusive schools.Book Features: Presents a
first-of-its-kind look at how Black and Latinx parents of students
with disabilities experience market-driven approaches to education.
Identifies the consequences of push-out practices in charter
schools and how families experience and resist these practices.
Situates school choice amid historical and compounding forms of
exclusion associated with geographical (neighborhood) and social
(disability, race, and class) locations. Provides lessons learned
and valuable guidance for creating a new generation of inclusive
charter schools.
Despite the impressive growth of inclusive education around the
world, questions and considerations about equity have been
neglected. This edited volume makes a major contribution to the
field of inclusive education by analyzing equity concerns that have
emerged from the implementation of inclusive education models in
nine nations on five continents. The authors examine how disparate
approaches to inclusive education are mediated by the official and
implicit goals of public education; by access to intellectual,
human, and material resources; and by collective understanding of
and educational responses to sociocultural differences. Inclusive
Education provides critical reviews of research on this important
education reform movement, as well as a refined theoretical
understanding of the ways equity is addressed. It also offers
lessons for future policy and research that are mindful of equity.
Asset-based pedagogies, such as culturally relevant/sustaining
teaching, are frequently used to improve the educational
experiences of students of color and to challenge the White
curriculum that has historically informed school practices. Yet
asset-based pedagogies have evaded important aspects of students'
culture and identity: those related to disability. Sustaining
Disabled Youth is the first book to accomplish this. It brings
together a collection of work that situates disability as a key
aspect of children and youth's cultural identity construction. It
explores how disability intersects with other markers of difference
to create unique cultural repertoires to be valued, sustained, and
utilized for learning. Readers will hear from prominent and
emerging scholars and activists in disability studies who engage
with the following questions: Can disability be considered an
identity and culture in the same ways that race and ethnicity are?
How can disability be incorporated to develop and sustain
asset-based pedagogies that attend to intersecting forms of
marginalization? How can disability serve in inquiries on the use
of asset-based pedagogies? Do all disability identities and
embodiments merit sustaining? How can disability justice be
incorporated into other efforts toward social justice? Book
Features: ● Provides critical insights to bring disability in
conversation with asset-based pedagogies. ● Highlights
contributions of both university scholars and community activists.
● Includes analytical and practical tools for researchers,
classroom teachers, and school administrators. ● Offers important
recommendations for teacher education programs.
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