From Exclusivity To Exclusion The Ld Experience Of Privileged Parents
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Author | : Chris Hale |
Publisher | : Springer Science & Business Media |
Total Pages | : 148 |
Release | : 2011-11-12 |
Genre | : Education |
ISBN | : 9460915736 |
What is lived experience at the intersection of privilege and disability? More specifically, what are the experiences of privileged parents of a child with disability? How does their child’s disability impact their efforts to reproduce their advantage? These and other questions inspired the research on which this book is based. The plight of poor and marginalized parents of children with disabilities has received considerable scholarly attention yet the experiences of their counterparts at the opposite end of the socioeconomic spectrum have garnered scant notice. For parents at the bottom rung of society, their child’s disability becomes yet another compounding marker of oppression. For parents of means and influence, disability represents an ontological contradiction. While they are oppressors, in that they reap the benefits of inequitable and oppressive social structures, they are also oppressed by ableism and other systems of societal bias. The product of an ethnographic case study, this book trains a phenomenological lens on the lived experience of this contradiction. The participants in this research are privileged urban parents of a 14-year-old boy with dyslexia. Their account of the struggles they faced over the three years their son spent in a mainstream private school is the focus of analysis and discussion. Despite their efforts, including lavish expenditures of economic and cultural capital, the school community’s responses to the child’s disability and subsequent academic failure resulted in iterated enactments of symbolic and physical segregation and eventual banishment. Their son’s dyslexia threatened the collective investment in normality, his academic failure threatened the underlying assumptions of schooling, and his parents’ advocacy challenged the symbolic authority of school professionals.
Author | : Kenneth Tobin |
Publisher | : Springer Science & Business Media |
Total Pages | : 385 |
Release | : 2014-04-03 |
Genre | : Education |
ISBN | : 9462095639 |
Transformations in Urban Education: Urban Teachers and Students Working Collaboratively addresses pressing problems in urban education, contextualized in research in New York City and nearby school districts on the Northeast Coast of the United States. The schools and institutions involved in empirical studies range from elementary through college and include public and private schools, alternative schools for dropouts, and museums. Difference is regarded as a resource for learning and equity issues are examined in terms of race, ethnicity, language proficiency, designation as special education, and gender. The contexts for research on teaching and learning involve science, mathematics, uses of technology, literacy, and writing comic books. A dual focus addresses research on teaching and learning, and learning to teach in urban schools. Collaborative activities addressed explicitly are teachers and students enacting roles of researchers in their own classrooms, cogenerative dialogues as activities to allow teachers and students to learn about one another’s cultures and express their perspectives on their experienced realities and negotiate shared recommendations for changes to enacted curricula. Coteaching is also examined as a means of learning to teach, teaching and learning, and undertaking research. The scholarship presented in the constituent chapters is diverse, reflecting multi-logicality within sociocultural frameworks that include cultural sociology, cultural historical activity theory, prosody, sense of place, and hermeneutic phenomenology. Methodologies employed in the research include narratology, interpretive, reflexive, and authentic inquiry, and multi-level inquiries of video resources combined with interpretive analyses of social artifacts selected from learning environments. This edited volume provides insights into research of places in which social life is enacted as if there were no research being undertaken. The research was intended to improve practice. Teachers and learners, as research participants, were primarily concerned with teaching and learning and, as a consequence, as we learned from research participants were made aware of what we learned—the purpose being to improve learning environments. Accordingly, research designs are contingent on what happens and emergent in that what we learned changed what happened and expanded possibilities to research and learn about transformation through heightening participants’ awareness about possibilities for change and developing interventions to improve learning.
Author | : Susan Baglieri |
Publisher | : Taylor & Francis |
Total Pages | : 279 |
Release | : 2017-04-21 |
Genre | : Education |
ISBN | : 1317283333 |
Disability Studies and the Inclusive Classroom is a core textbook that integrates knowledge and practice from the fields of disability studies and special education. The second edition has been fully revised and updated throughout to include stronger connections between race, class, sexual orientation, gender, and disability to emphasize intersecting identities and experiences; stronger emphasis on curriculum and teaching rather than on attitudes toward disability; and updates to current events, cultural references, resources, research literature, laws, and policies.
Author | : |
Publisher | : BRILL |
Total Pages | : 180 |
Release | : 2019-10-01 |
Genre | : Education |
ISBN | : 9004402691 |
Ellen A. Brantlinger: When Meanings Falter and Words Fail, Ideology Matters celebrates the work of and is dedicated to the memory of Ellen A. Brantlinger, a scholar-activist who spent most of her professional career as a professor of special education at Indiana University in Bloomington, Indiana in the United States of America. Ellen was recognized internationally as an educator and critical theorist and celebrated for her incisive and unyielding critique of special education research, policy, and practice that spanned several decades. Brantlinger held that the impoverished nature of special education theory and practice was rooted to conformance with the most rigid constructs of standardization, normalcy, and its resulting inequitable outcomes for children with disabilities. When the push for educational inclusion gained currency in some quarters in the United States (mid-1980s), Brantlinger was among a handful of scholars who identified special education as the major obstacle to the inclusion of disabled students in the educational system. She was widely published in North American journals well known in special education, teacher education, multicultural education, sociology of education, urban education, school counseling, curriculum theory, qualitative education, and feminist teaching. This book offers an elaboration of the scholarly contributions made by Ellen Brantlinger to research in education, special education, inclusive education, and the early development of Disability Studies in Education. Many of its contributors move between the paradigmatic locations of special education, inclusive education, and disability studies as they consider Ellen’s influence. Contributors are: Julie Allan, Subini A. Annamma, Jessica Bacon, Alicia A. Broderick, Kathleen M. Collins, David J. Connor, Dianne L. Ferguson, Philip M. Ferguson, Amy L. Ferrel, Beth Ferri, Joanne Kim, Janette Klingner, Corrine Li, Brooke A. Moore, Emily A. Nusbaum, and Janet S. Sauer.
Author | : David J. Connor |
Publisher | : Rowman & Littlefield |
Total Pages | : 321 |
Release | : 2018-07-15 |
Genre | : Education |
ISBN | : 149856822X |
This book chronicles the professional life of a career-long, inclusive educator in New York City through eight different stages in special and general education. Developing a new approach to research as part of qualitative methodology, David J. Connor merges the academic genre of autoethnography with memoir to create a narrative that engages the reader through stories of personal experiences within the professional world that politicized him as an educator. After each chapter’s narrative, a systematic analytic commentary follows that focuses on: teaching and learning in schools and universities; the influence of educational laws; specific models of disability and how influence educators and educational researchers; and educational structures and systems—including their impact on social, political, and cultural experiences of people with disabilities. This autoethnographic memoir documents, over three decades, the relationship between special and general education, the growth of the inclusion movement, and the challenge of special education as a discrete academic field. As part of a national group of critical special educators, Connor describes the growth of counter-theory through the inception and subsequent growth of DSE as a viable academic field, and the importance of rethinking human differences in new ways.
Author | : Jan W. Valle |
Publisher | : Routledge |
Total Pages | : 319 |
Release | : 2019-02-05 |
Genre | : Education |
ISBN | : 1351618350 |
Now in its second edition, Rethinking Disability introduces new and experienced teachers to ethical framings of disability and strategies for effectively teaching and including students with disabilities in the general education classroom. Grounded in a disability studies framework, this text’s unique narrative style encourages readers to examine their beliefs about disability and the influence of historical and cultural meanings of disability upon their work as teachers. The second edition offers clear and applicable suggestions for creating dynamic and inclusive classroom cultures, getting to know students, selecting appropriate instructional and assessment strategies, co-teaching, and promoting an inclusive school culture. This second edition is fully revised and updated to include a brief history of disability through the ages, the relevance of current educational policies to inclusion, technology in the inclusive classroom, intersectionality and its influence upon inclusive practices, working with families, and issues of transition from school to the post-school world. Each chapter now also includes a featured "voice from the field" written by persons with disabilities, parents, and teachers.
Author | : |
Publisher | : |
Total Pages | : 640 |
Release | : 2009 |
Genre | : Dissertations, Academic |
ISBN | : |
Author | : Avi Goren-Bar |
Publisher | : Cambridge Scholars Publishing |
Total Pages | : 202 |
Release | : 2019-06-13 |
Genre | : Medical |
ISBN | : 1527535983 |
This volume makes a tremendous contribution to the field of expressive arts therapy through its presentation of clear and profound theoretical bases to a relatively new profession in the domain of psychotherapy. It applies comprehensive, in-depth psychological knowledge to practical cases which shed light on clinical interventions that reflect the use of art in psychotherapy. The book provides a fruitful and much needed theoretical kaleidoscope to the professional community of expressive arts therapy.
Author | : Marc Grau Grau |
Publisher | : Springer Nature |
Total Pages | : 323 |
Release | : 2022 |
Genre | : Culture |
ISBN | : 3030756459 |
This aim of this open access book is to launch an international, cross-disciplinary conversation on fatherhood engagement. By integrating perspective from three sectors -- Health, Social Policy, and Work in Organizations -- the book offers a novel perspective on the benefits of engaged fatherhood for men, for families, and for gender equality. The chapters are crafted to engaged broad audiences, including policy makers and organizational leaders, healthcare practitioners and fellow scholars, as well as families and their loved ones.
Author | : Garrett McAuliffe |
Publisher | : SAGE |
Total Pages | : 689 |
Release | : 2008 |
Genre | : Juvenile Nonfiction |
ISBN | : 1412910064 |
A comprehensive, readable introduction to the cultural dimensions of counseling and psychotherapy is now available. National leaders in each topic have been selected to provide an accessible, yet thorough, presentation of culturally alert counseling. An introduction to the nature of counseling and culture begins the book, followed by chapters on Social Inequality, Race, and Ethnicity. The succeeding chapters reveal the characteristics, histories, mental health issues, and appropriate counseling strategies for each of eleven cultural groupings. The book ends with a thorough presentation of actual culturally alert counseling practice, Seven dimensions combine to make the book unique, namely thoroughness, inclusiveness, theoretical foundations, practicality, readability, activity, and modeling. In the first case, this book broadens the discussion of culture from ethnicity and race to include social class, religion, gender, and sexual orientation. Of particular note, in the area of ethnicity, all five of the major U.S. pan-ethnic groupings are presented, as well as Middle Eastern and South Asian people. The book is also inclusive of all people, including both those in dominant and non-dominant cultural groups. The assumption is that everyone has culture. Culturally alert counseling is also theoretically grounded in the first few chapters of the book, which lay out a guiding developmental vision of culturally alert counseling. Further conceptual foundations are laid in discussions of social inequality, social justice, social diversity, and critical consciousness. The practical dimension of the book is underscored by the inclusion of a chapter devoted to actual culturally alert counseling skills, an area that is needed by practitioners in this important work. Readability and interest are enhanced by the interweaving of case vignettes and experiential activities throughout the book. Finally, culturally alert counseling skills are modeled in an accessible, vital demonstration video that accompanies the book. Ultimately, readers will leave informed, moved, and changed by the encounters with culture that lie in these pages. They will also be ready to begin practice equipped with both a vision of the work and practical skills in implementing it.