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Articles 1 - 11 of 11
Full-Text Articles in Education
Introduction: Queering Education, Darla Linville
Introduction: Queering Education, Darla Linville
Occasional Paper Series
What might it mean to make education more queer? Queerness is not a unitary identity (as is no identity) and queer is not a single way of thinking or being. Sometimes queer is opposition to outness, or resistance to acceptance, and exists in order to disrupt and discomfit. This, too, is queer. How might educators work to make schools more welcoming of queer bodies and identifications, queer the binary categories that define social life, and disrupt the differential privileging of those who claim normative identities?
A Circle With Edges: How Story Time Privileges The Abled Learner, Melissa Tsuei
A Circle With Edges: How Story Time Privileges The Abled Learner, Melissa Tsuei
Occasional Paper Series
Takes a critical look at one of the commonplace features of early childhood classrooms—story time. In her essay, Melissa considers the ways in which story time reinforces unequal power dynamics for diverse learners by privileging the able-bodied learner. In response, Melissa creates and presents the SPHERE model, which promotes active engagement and shared dialogue through collaborative storytelling and nurtures an inclusive literacy-learning environment.
Lunch Detention: Learning From Students In Our Little Barred Room, Lisa A. Johnson
Lunch Detention: Learning From Students In Our Little Barred Room, Lisa A. Johnson
Occasional Paper Series
Pulls back the “facades of inclusion” to reveal emotional violence and deep-seated discriminatory practices against special education students. Lisa, herself blind, describes how she was approached by an administrator to take over the role of lunch detention supervisor for the “little barred room.” In a short time, the “little barred room” becomes a place of refuge for Lisa and the other students, who share stories of friendship and create an inclusive space that empowers them to challenge a culture of oppression.
I [Don’T] Belong Here: Narrating Inclusion At The Exclusion Of Others, Emily Clark
I [Don’T] Belong Here: Narrating Inclusion At The Exclusion Of Others, Emily Clark
Occasional Paper Series
Borrowing from narrative research and Disability Studies in Education, Emily tells the story of her adoptive siblings Maria and Isaac, who were orphaned by AIDS. She explores the paradox of inclusion which is that it sometimes, if not oftentimes, fails and results in exclusion. A chief reason for the failure of inclusion, Emily argues, is that children with real and perceived differences challenge the “grammar” of schooling—that is, they stand out for their differences.
Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein
Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein
Occasional Paper Series
Takes us into the lifeworld of first-grader Jason at Castle Bridge Elementary School, a public, dual-language school in New York City. Written by Jason’s teachers Stephanie and Andrea in conjunction with his mother Sandra, this essay puts forward the ethos ¡Sí se puede! (Yes, you can!), which relies on children’s empathy and calls for a collective response to inclusion. “Hitting the Switch” concludes with practical suggestions for creating an inclusive space for children who use assistive communicative devices so that they can become meaningful participants in the classroom community.
Talking Tolerance Inside The “Inclusive” Early Childhood Classroom, Karen Watson
Talking Tolerance Inside The “Inclusive” Early Childhood Classroom, Karen Watson
Occasional Paper Series
Provides an inside look into what the Australian government calls “inclusive learning communities.” This term emerges from a national early-years learning framework that highlights ability and disability as diversity. Following the course of a six-month period in three “inclusive” early childhood classrooms, Karen offers an account of the transformative potential of inclusion in contrast to the harmful effects of teaching tolerance. Tolerance, as Karen’s study reveals, preserves the dualism of normal versus abnormal (or Other) and hinders critical reflection about ableist assumptions.
The Unfolding Of Lucas’S Story In An Inclusive Classroom: Living, Playing, And Becoming In The Social World Of Kindergarten, Haeny S. Yoon, Carmen Llerena, Emma Brooks
The Unfolding Of Lucas’S Story In An Inclusive Classroom: Living, Playing, And Becoming In The Social World Of Kindergarten, Haeny S. Yoon, Carmen Llerena, Emma Brooks
Occasional Paper Series
Tells stories about a vibrant kindergartner named Lucas through the viewpoints of his mother (Emma), teacher (Carmen), and teacher-educator (Haeny). In this multi-voiced story, the narrative centers on Lucas and shifts outward toward those orbiting Lucas’s wondrously playful universe. The magic of Lucas’s unfolding story is in the ways it disrupts conventional discourses about labels, interventions, and imposed meanings of Autism Spectrum Disorder (ASD).
Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion, Louis Olander
Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion, Louis Olander
Occasional Paper Series
Argues for reframing inclusionary practices as pedagogies for equity that attend to the intersectional dynamics of race, class, and disability. He also encourages more local control over the implementation of inclusionary classroom practices.
Teaching Stories: Inclusion/Exclusion And Disability Studies, Linda Ware, Natalie Hatz
Teaching Stories: Inclusion/Exclusion And Disability Studies, Linda Ware, Natalie Hatz
Occasional Paper Series
This research considers the journey of a public school teacher (Natalie) in partnership with her former undergraduate professor (Linda) to teach disability studies to her colleagues and to her fifth grade students. Our research involved multiple components and contexts that we characterize as “Teaching Stories” to consider disability, diversity, and exclusion across settings.
Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen), Diane L. Berman, David J. Connor
Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen), Diane L. Berman, David J. Connor
Occasional Paper Series
A description of an illuminating journey through the eyes of a parent, Diane, who wanted a more inclusive experience for her son Benny. For Diane and Benny, this meant becoming meaningful participants not only in Benny’s own classroom community but in the Individualized Education Program (IEP) meetings that determined his educational goals. David uses a DSE framework to analyze and highlight the importance of context, as opposed to focusing on the disability condition, in enacting inclusionary practices. The authors argue for an “adhocratic” model of education that views children, educators, and parents as allies.
Disability Studies In Education: Storying Our Way To Inclusion, Joseph M. Valente, Scot Danforth
Disability Studies In Education: Storying Our Way To Inclusion, Joseph M. Valente, Scot Danforth
Occasional Paper Series
No abstract provided.