Full Description
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.
Contents
Acknowledgments
Introduction, Holly Pearson
Chapter One: Practicing Consilience Between Disability Studies and Special Education—Some Thoughts from a Career-long Attempt, David J. Connor
Chapter Two: At the Nexus of Disability Studies in (Special) Education: Towards Consiliencatory Frameworks for Critical Emotion Praxis Liberation, David I, Hernández-Saca
Chapter Three: Anti-ableism in Teacher Education: Celebrating Disability Identity Through Self-study and Radical Love, Sarah Arvey Tov
Chapter Four: Teaching in the In-Between: Opportunities and Factors Informing Inclusive Reform in One School District, Amy J. Petersen, Danielle M. Cowley, Deborah J. Gallagher, and Shehreen Iqtadar
Chapter Five: On the Margins of the Marginalized: Protecting and Loving on Black Children with Intellectual Disability and Emotional and Behavior Disturbances, Lydia Ocasio-Stoutenburg
Chapter Six: Boundaries of Disability Studies and Special Education: Radical Pedagogy and Relatedness, Jane Strauss
Chapter Seven: Critica
