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Author: Diana Lawrence-Brown
Publisher: Teachers College Press
ISBN: 0807772798
Category : Education
Languages : en
Pages : 257
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Book Description
This important book provides a unique merging of disability studies, critical multiculturalism, and social justice advocacy to develop both the knowledge base and the essential insights for understanding and implementing fully inclusive education. Although inclusion is often viewed in schools as primarily serving students with disabilities, this volume expands the definition to include students with a broad range of traditionally marginalized differences (including but not limited to disabilities, cultural/linguistic/racial background, gender, sexual orientation, religion, and class). Chapters provide 12 key principles important to developing and applying a critical perspective toward educating diverse students and promoting equity and inclusion. Book Features: Personal stories that make concepts accessible to new and pre-service teachers. Application exercises ideal for courses and professional development workshops. Highlight boxes that raise additional questions for discussion and debate. Interactive, multimodal instructional activities to use with many kinds of learners. Additional activities and resources available online at www.tcpress.com. Contributors: Subini Annamma, Laura Atkinson, David J. Connor, Elizabeth Z. Dejewski, David Feingold, Ana Maria García, Kathryn Henn-Reinke, Jodell Heroux, Kathleen Kotel, Elizabeth B. Kozleski, Valerie Owen, Susan Peters, Julie Ramirez, Maryl A. Randel, Janet Sauer, Stacey N. Skoning, Graciela Slesaransky-Poe, Robin M. Smith, Jeannie Zeitli “A powerful call to challenge rigid school practices that attempt to sort and level students. This extremely clear guide helps us move from critique to action, interweaving difficult matters of income disparity, language and religious marginalization, racism, and gender expression and identity. The authors inspire us to engage in the hard work of justice- and equity-oriented pedagogy and to do so collectively, with humor and with passion.” —Celia Oyler, professor of education, Teachers College, Columbia University “Condition Critical offers a critical framework for valuing and responding to student differences grounded in an expansive view of social justice, equity, access, and excellence. Accessible and engaging, each chapter skillfully weaves together first-person narratives, opportunities for self-reflection, and practical examples of key classroom practices. The result is a thoughtful and inspiring book that does more than critique the status quo, it points the way to transforming classrooms and schools for all.” —Beth Ferri, associate professor, School of Education, Syracuse University
Author: Diana Lawrence-Brown
Publisher: Teachers College Press
ISBN: 0807772798
Category : Education
Languages : en
Pages : 257
Get Book Here
Book Description
This important book provides a unique merging of disability studies, critical multiculturalism, and social justice advocacy to develop both the knowledge base and the essential insights for understanding and implementing fully inclusive education. Although inclusion is often viewed in schools as primarily serving students with disabilities, this volume expands the definition to include students with a broad range of traditionally marginalized differences (including but not limited to disabilities, cultural/linguistic/racial background, gender, sexual orientation, religion, and class). Chapters provide 12 key principles important to developing and applying a critical perspective toward educating diverse students and promoting equity and inclusion. Book Features: Personal stories that make concepts accessible to new and pre-service teachers. Application exercises ideal for courses and professional development workshops. Highlight boxes that raise additional questions for discussion and debate. Interactive, multimodal instructional activities to use with many kinds of learners. Additional activities and resources available online at www.tcpress.com. Contributors: Subini Annamma, Laura Atkinson, David J. Connor, Elizabeth Z. Dejewski, David Feingold, Ana Maria García, Kathryn Henn-Reinke, Jodell Heroux, Kathleen Kotel, Elizabeth B. Kozleski, Valerie Owen, Susan Peters, Julie Ramirez, Maryl A. Randel, Janet Sauer, Stacey N. Skoning, Graciela Slesaransky-Poe, Robin M. Smith, Jeannie Zeitli “A powerful call to challenge rigid school practices that attempt to sort and level students. This extremely clear guide helps us move from critique to action, interweaving difficult matters of income disparity, language and religious marginalization, racism, and gender expression and identity. The authors inspire us to engage in the hard work of justice- and equity-oriented pedagogy and to do so collectively, with humor and with passion.” —Celia Oyler, professor of education, Teachers College, Columbia University “Condition Critical offers a critical framework for valuing and responding to student differences grounded in an expansive view of social justice, equity, access, and excellence. Accessible and engaging, each chapter skillfully weaves together first-person narratives, opportunities for self-reflection, and practical examples of key classroom practices. The result is a thoughtful and inspiring book that does more than critique the status quo, it points the way to transforming classrooms and schools for all.” —Beth Ferri, associate professor, School of Education, Syracuse University
Author:
Publisher: BRILL
ISBN: 9004471855
Category : Education
Languages : en
Pages : 122
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Book Description
Steven J. Taylor: Blue Man Living in a Red World is the third volume in the series, Critical Leaders and the Foundation of Disability Studies in Education. The contributors consider applications informed by Taylor’s insights, research and scholarship.
Author: Mara Sapon-Shevin
Publisher: Beacon Press
ISBN: 0807032816
Category : Education
Languages : en
Pages : 276
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Book Description
Widening the Circle is a passionate, even radical argument for creating school and classroom environments where all kids, including children labeled as “disabled” and “special needs,” are welcome on equal terms. In opposition to traditional models of special education, where teachers decide when a child is deemed “ready to compete” in “mainstream” classes, Mara Sapon-Shevin articulates a vision of full inclusion as a practical and moral goal. Inclusion, she argues, begins not with the assumption that students have to earn their way into the classroom with their behavior or skills, it begins with the right of every child to be in the mainstream of education, perhaps with modifications, adaptations, and support. Full inclusion requires teachers to think about all aspects of their classrooms—pedagogy, curriculum, and classroom climate. Crucially, Sapon-Shevin takes on arguments against full inclusion in a section of straight-talking answers to common questions. She agrees with critics that the rhetoric of inclusion has been used to justify eliminating services and “dumping” students with significant educational needs unceremoniously back into the mainstream with little or no support. If full inclusion is properly implemented, however, she argues, it not only clearly benefits those traditionally excluded but enhances the educations and lives of those considered mainstream in myriad ways. Through powerful storytelling and argument, Sapon-Shevin lays out the moral and educational case for not separating kids on the basis of difference.
Author: Ming Fang He
Publisher: SAGE Publications
ISBN: 1483346676
Category : Education
Languages : en
Pages : 553
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Book Description
The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.
Author: Katie Ellis
Publisher: Routledge
ISBN: 1351053205
Category : Social Science
Languages : en
Pages : 328
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Book Description
How can a deep engagement with disability studies change our understanding of sociology, literary studies, gender studies, aesthetics, bioethics, social work, law, education, or history? Interdisciplinary Approaches to Disability (the companion volume to Manifestos for the Future of Critical Disability Studies) identifies both the practical and theoretical implications of such an interdisciplinary dialogue and challenges people in disability studies as well as other disciplinary fields to critically reflect on their professional praxis in terms of theory, practice, and methods. Topics covered include interdisciplinary outlooks ranging from media studies, games studies, education, performance, history and curation through to theology and immunology. Perspectives are drawn from different regions from the European Union to the Global South with chapters that draw on a range of different national backgrounds. Our contributors who write as either disabled people or allies do not proceed from a singular approach to disability, often reflecting different or even opposing positions. The collection features contributions from both established and new voices in international disability studies outlining their own visions for the future of the field. Interdisciplinary Approaches to Disability will be of interest to all scholars and students working within the fields of disability studies, cultural studies, sociology, law history and education. The concerns raised here are further in Manifestos for the Future of Critical Disability Studies.
Author: Aimee Howley
Publisher: IAP
ISBN: 1641139307
Category : Education
Languages : en
Pages : 526
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Book Description
This book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction—toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.
Author: Subini A. Annamma
Publisher: Teachers College Press
ISBN: 0807780723
Category : Education
Languages : en
Pages : 257
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Book Description
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? Contributors include Alfredo J. Artiles, Joy Banks, Maria Cioè-Peña, Anjali Forber-Pratt, David Hernández-Saca, Valentina Migliarini, and Jamelia N. Morgan.
Author: Srikala Naraian
Publisher: Teachers College Press
ISBN: 0807758574
Category : Education
Languages : en
Pages : 177
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Book Description
Teaching for Inclusion shows how educators navigate the competing demands of everyday practice with examples from urban, suburban, elementary, and secondary schools. The author offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the conditions within which they work, even as they uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities. Situated in the everyday realities of classrooms that often include mandated testing requirements and accountability policies, this book addresses multiple dimensions of inclusive practice including curricular decisionmaking, the “grammar” of schooling, the status of family communities, and the demands of professional roles. Book Features: Values teachers as contributors to the field of inclusive education, rather than technicians implementing given concepts. Offers ways of thinking about inclusive practices that educators can adapt to their own school contexts. Captures the real dilemmas faced by classroom teachers as they implement recommended practices. Incorporates a range of perspectives, including educators, students, and families.
Author: Lydia Ocasio-Stoutenburg
Publisher: Teachers College Press
ISBN: 0807765341
Category : Education
Languages : en
Pages : 217
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Book Description
"You've read the history and the background, now meet the families! This companion book to Meeting Families Where They Are traces the advocacy journeys of 12 caregivers across a range of racial, ethnic, social, disability, economic, and family identities. The stories reflect the unique lives, histories, and needs of each family, as well as the different approaches they employ to meet the needs of their children. Caregivers indicate when they began to advocate; describe how they continue their efforts across schools, medical offices, therapies, communities, and virtual spaces; and discuss how they adapt to changing social and health climates and educational delivery modes. They also share their collective wisdom to assist other parents who are new to the advocacy platform or are feeling discouraged with the process. This is must-reading for family members, teachers, administrators, health care personnel, and everyone invested in creating a culture of respect, love, and understanding. Book Features: ] Emphasizes how families have resisted the deficit-based view of their children while still utilizing systems of support. Identifies gaps and challenges across multiple systems, as well as "what's working." Incorporates the fields of special education and disability studies in education. Uses the framework of DisCrit to explore how disability and other social identities operate in tandem, examining concepts such as power, access, privilege, and barriers. Positions caregivers as experts in their children's lives, illustrating how they advocate for their children, teens, and young adults. Takes a deep dive into the nuances of generational, cultural, organizational, and geographical factors that impact how caregivers advocate. Resists approaches that typically involve professionals dictating what families need, centering instead on a collaborative model that includes families and professionals"--
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002228
Category :
Languages : en
Pages : 45
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Book Description
