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Reconceptualizing Disability in Education
Reconceptualizing Disability in Education provides an essential critical exploration of problematic discourses, practices, and pedagogies that inform how disability is presently understood and responded to within the field of education. Luigi Iannacci interrogates and destabilizes ableist grand narratives that dominate every aspect of how disability is linguistically, bureaucratically, procedurally, and pedagogically configured within education. Ultimately, this book seeks to forward human rights for people with disabilities in educational contexts by clarifying and operationalizing inclusion so that it is not just a model necessitated by a hierarchy of legality, but rather a set of beliefs ...
Early Childhood Curricula and the De-pathologizing of Childhood
Educators have become increasingly interested in the diverse learning environments of young children and the ways in which children and childhood are positioned within those environments. The documentation and analysis of processes of pathologization and de-pathologization in early childhood may provide scholars with the understanding needed to develop more responsive educational approaches. Early Childhood Curricula and the De-pathologization of Childhood examines what is possible for young children when their education addresses their assets and is organized in ways that expand their identity options. Adopting an interdisciplinary approach, Rachel M. Heydon and Luigi Iannacci shed light on...
A Pedagogy of Multiliteracies
The concept of 'Multiliteracies' has gained increasing influence since it was coined by the New London Group in 1994. This collection edited by two of the original members of the group brings together a representative range of authors, each of whom has been involved in the application of the pedagogy of Multiliteracies.
Disabling the School-to-Prison Pipeline
Young people who have received special education services in the United States are vastly overrepresented in juvenile and adult criminal justice systems relative to their numbers in the general population. Although much existing research blames individual kids for getting arrested, school-level policies and practices affect a variety of student outcomes, including involvement with the justice system. These school-level policies and practices can—and should—be altered by teachers, administrators, and policy makers to reduce the number of young people getting arrested. Disabling the School-to-Prison Pipeline uses administrative data from New York City public schools and interviews with you...
Learning at the Ends of Life
Intergenerational learning programs bring together skipped generations (for instance, elders and young children) to promote expansive communication and identity options for participants, as well as the forging of relationships between generations. More specifically, these programs help foster multimodal literacy for both generations, encouraging new ways of seeing oneself and the world. Learning at the Ends of Life illustrates the unique benefits of these trail-blazing programs through more than seven years of research on developing and implementing intergenerational curricula in Canada and the United States. The first formal and sustained work on intergenerational curricula and literacies, Learning at the Ends of Life details the experiences of educators and participants in these programs. Rachel M. Heydon brings to life the particular possibilities of arts-based, multimodal curricula that draw on participants' existing funds of knowledge and interests. Providing practical suggestions for pedagogies and curricula, Heydon helps educators rethink what is taken for granted in monogenerational learning sites and see new possibilities for learners and themselves.
Language, Learning, and Culture in Early Childhood
Complex factors affect young children and their families in today’s increasingly diverse world characterized by globalization, the transnational movement of people, and neo-liberal government policies in western and industrialized countries. This book focuses on three of these factors—culture, language and learning—and how they affect children’s development and learning in the context of their communities, families and schools. Taking an ecological perspective, it challenges normative and hegemonic views of young children’s language, literacy and numeracy development and offers examples of demonstrated educational practices that acknowledge and build on the knowledge that children ...
Constructivist Education in an Age of Accountability
This book contrasts authentic approaches to education with classroom practices based primarily on standards external to the individuals who are supposed to learn. While other books tend to promote either a desperate scramble for meeting standards or determined resistance to neoliberal reforms, this book fills that gap in ways that will inspire practitioners, prospective teachers, and teacher educators. Mandates pay only lip service to constructivist and social constructivist principles while thwarting the value of both students and teachers actively creating understandings. Authors in this book assert the central importance of a range of constructivist approaches to teaching, learning, and thinking, inviting careful reflection on the goals and values of education.
Contemplating Dis/Ability in Schools and Society
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 an...
Feminist Research for 21st-Century Childhoods
This book is a collection of feminist childhood studies stories from field research with educators, young children, and/or early childhood student-educators that explores the challenges, tensions, and possibilities of common worlds research methods for the 21st century. Grounded in a common worlding orientation, the contributing authors grapple with complex methodological understandings within postqualitative practices within settler colonial states: Australia, Canada, South Africa, and the Unites States. Each chapter presents a method the authors have put to work in their efforts to unsettle the interpretative power of Euro-Western developmental knowledges and anthropocentric frameworks to ...
Contemporary Studies in Canadian Curriculum
This important collection addresses the current state of curriculum studies in Canada. It is divided into three parts, focusing respectively on social identities, cultural perspectives, and Indigenous and environmental perspectives. With contributors from universities across Canada, and with topics ranging from the incorporation of Indigenous knowledge to political freedom in the classroom, from sex education to the practice of close writing, Contemporary Studies in Canadian Curriculum is an invaluable exploration of the principles and practices of curriculum theory.
