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1 – 10 of 86Lisa Boskovich, Mercedes Adell Cannon, David Isaac Hernández-Saca, Laurie Gutmann Kahn and Emily A. Nusbaum
This chapter grapples with the relationship between dis/ability and narrative inquiry through the authors’ personal stories that push back at the cultural-historical, policy, and…
Abstract
Purpose
This chapter grapples with the relationship between dis/ability and narrative inquiry through the authors’ personal stories that push back at the cultural-historical, policy, and professional master narratives of dis/ability in order to contribute to efforts that theorize critical emotion praxis. We ask: what is the relationship between dis/ability and narrative inquiry? What are the lived experiences of those living within a variety of intersectional and emotional dis/ability narratives that resist and navigate the cultural-historical, policy, and professional master narratives of dis/ability at the intersections?
Methods/Approach
We use a Disability Studies in Education (DSE) paradigm to construct a collective autoethnography that challenges socially circulating cultural narratives of disability.
Findings
Our individual and collaborative narratives illuminate: (1) how master narratives impact self, (2) the ways that dis/abled women of color elevate human dignity and spiritual practices in ways that subvert and speak-back to master narratives, (3) the emotional impact of Learning Disability labeling, (4) forms of epistemic and personal experiences at various institutions of higher education, and (5) the liberatory practices manifest from co-created narratives with DSE students concerning disability identity within higher education.
Implications/Value
This collaboration contributes to efforts that theorize critical emotion praxis with diverse positionalities of DSE scholars, teacher educators, and professionals within educational contexts. The chapter also suggests ways in which construction of collaborative narratives of resistance can point to paths for positive organizational change.
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Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services…
Abstract
Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.
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Michelle L. Damiani and Brent C. Elder
The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional…
Abstract
Purpose
The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials.
Design/methodology/approach
In this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice.
Findings
In this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials.
Originality/value
There is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date.
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Intersectionality research is normative; rooted in a desire to improve society as inspired by Sojourner Truth’s 19th century writings and Kimberlé Crenshaw’s ongoing contemporary…
Abstract
Intersectionality research is normative; rooted in a desire to improve society as inspired by Sojourner Truth’s 19th century writings and Kimberlé Crenshaw’s ongoing contemporary legal crusade. Overlapping social identity dimensions which constitute every human individual must be recognized and multidimensionality of lived experiences among people embraced. These dimensions intersect such that no one is just a gender or an ethnicity or a (dis)ability or a sexual orientation or a social class or a religion, and so on. Furthermore, intersectionalities are not some collection of layers that are piled or added on. Humans possess many distinctive social identity qualities simultaneously and they interplay in unique ways.
Those who embrace multiplicity of social identity dimensions and explore how they intersect also posit that uneven power distribution in a society complicates situated identities by more firmly entrenching some people at the center and others in the margins. Researchers dedicated to dismantling infrastructures supporting inequality and desirous of elevating multi-textured voices of the disenfranchised are drawn to intersectional analyses. Overall, intersectionality scholars question perceived group homogeneity, essentialist categories, and argue that there are substantial intra-group differences.
Intersectionalities of social identity dimensions play a significant role in organizational work environments. Critiqued in this chapter are ways that organizations use the business case to gain advantages when thinking of social identity intersectionality in terms of “double dipping” and recruiting the “two-fer” in order to satisfy government-imposed policies. In particular, occupying a liminal space due to social identity intersectionality, stereotypes, and othering effects are explored. Chapter 3 examines these issues and more according to themes of: defining intersectionality, “unbending” social identity intersectionalities, applying intersectionality in organizations, and advancing intersectionalities scholarship.
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James O. Fabionar and Suzanne Stolz
This chapter brings the educational needs of students with disability from the margins to the mainstream by arguing that teacher education programs have a role to play in…
Abstract
This chapter brings the educational needs of students with disability from the margins to the mainstream by arguing that teacher education programs have a role to play in dismantling rigid and often unquestioned practices that segregate learners with disabilities from mainstream learning environments. This position is predicated upon a case study analysis of co-teaching strategies that emerged within the context of developing and teaching two new courses in an integrated dual credential program (general and special education) in our department. Construction and analysis of these cases reveal eight cross-cutting principles that serve as a framework for a praxis of desegregation in teacher education programs and K-12 settings and as a set of constructs for evaluating teacher training impact.
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This paper aims to explore how and why ideas regarding “intersectional” approaches to feminism and Black activism are drawn on in marketing content related to the concept of being…
Abstract
Purpose
This paper aims to explore how and why ideas regarding “intersectional” approaches to feminism and Black activism are drawn on in marketing content related to the concept of being “woke” (invested in addressing social injustices). It considers which subject positions are represented as part of this and what they reveal about contemporary issues concerning advertising, gender, race and activism.
Design/methodology/approach
This study involves an interpretive and critical discursive analysis of so-called feminist advertising (“femvertising”) and marketing examples that make use of Black social justice activist ideas.
Findings
Findings illuminate how marketing simultaneously enables the visibility and erasure of “intersectional”, feminist and Black social justice activist issues, with the use of key racialised and gendered subject positions: White Saviour, Black Excellence, Strong Black Woman (and Mother) and “Woke” Change Agent.
Research limitations/implications
This research signals how brands (mis)use issues concerning commercialised notions of feminism, equality and Black social justice activism as part of marketing that flattens and reframes liberationist politics while upholding the neoliberal idea that achievement and social change requires individual ambition and consumption rather than structural shifts and resistance.
Practical implications
This work can aid the development of advertising standards regulatory approaches which account for nuances of stereotypical representations and marketing’s connection to intersecting issues regarding racism and sexism.
Originality/value
This research outlines a conceptualisation of the branding of “woke” bravery, which expands our understanding of the interdependency of issues related to race, gender, feminism, activism and marketing. It highlights marketing responses to recent socio-political times, which are influenced by public discourse concerning movements, including Black Lives Matter and Me Too.
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The purpose of this paper is to draw attention to the work of sociologists who laid the foundation for queer and crip approaches to disability and to address how queer and crip…
Abstract
Purpose
The purpose of this paper is to draw attention to the work of sociologists who laid the foundation for queer and crip approaches to disability and to address how queer and crip theory has and can help to re-conceptualize our understandings of health, illness, disability, and sexuality.
Methodology/approach
This paper is an examination of historical moments and prominent literature within medical sociology and sociology of disability. Sociological and popular understandings of disability and sexuality have often mirrored each other historically. Although this literature review focuses primarily on medical sociology and disability studies literature, some works of scholars specializing in gender studies, sexuality, literature, history, and queer studies are also included
Findings
In this paper, I argue that the medicalization and pathologization of human differences specifically as it pertains to sexuality and disability within the medical sociological literature have led to constructionist, social model, and feminist critiques. It is these critiques that then laid the foundation for the development of queer and crip theoretical approaches to both disability and sexuality.
Originality/value
Crip and queer approaches to disability provide a clear call for future sociological research. Few social science scholars have applied queer and crip approaches in empirical studies on disability. The majority of work in this area is located in the humanities and concerned with literary criticism. A broader array of empirical work on the intersection of sexuality and disability from queer/crip perspectives is needed both to refine these postmodern theoretical models and to examine their implications for the complex lived experience that lies at the intersection of sexuality and disability. In queering disability and cripping sexuality and gender, we may be able not only to more fully conceptualize disability, sexuality, and gender as individual social categories, but also to more fully understand the complex intersection of these social locations.
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JooYoung Seo and Gabriela T. Richard
In response to the underexplored need for holistically inclusive makerspaces for learning, we put propose the “SCAFFOLD” framework, which considers equity, inclusion and…
Abstract
Purpose
In response to the underexplored need for holistically inclusive makerspaces for learning, we put propose the “SCAFFOLD” framework, which considers equity, inclusion and accessibility in the design of spaces and activities for socioculturally diverse learners.
Design/methodology/approach
This paper proposes a universal design (UD) framework that is intersectionally inclusive for learners with diverse needs in makerspaces and maker activities. This paper provides conjecture mapping to put forth theoretical and empirical arguments for the design of holistically inclusive makerspaces that consider gender equity and cultural inclusivity, as well as accessibility for diverse learners with divergent and unique abilities and dis/abilities.
Findings
Combining related literature and three existing UD frameworks (i.e. UD, web accessibility and UD for learning) and prior research on equity and inclusivity in making, this paper proposes the integration of eight principles, which leverage individuals’ diverse abilities to become agentic makers: simplicity, collaboration, accessibility, flexibility, fail-safe, object-oriented, linkability and diversity.
Research limitations/implications
Researchers who have implemented conjecture maps (Lee et al., 2018) have found them to be useful for developing theory and learning designs grounded in research and practice. However, it should be noted that design research is iterative and contextual, and conjecture maps are effective in providing visibility and rigor, but are meant to be flexible and responsive to changes in context (Lee et al., 2018; Sandoval, 2014).
Originality/value
This paper provides practical guidelines and principles for researchers, educators, instructional designers and product developers to assess and redesign makerspaces and activities that are intersectionally and universally inclusive, equitable and accessible.
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Nilupulee Liyanagamage and Mario Fernando
How do females with multiple sources of identity deal with intersectional identity tensions and perceived lack of access to social power? The study focuses on how social…
Abstract
Purpose
How do females with multiple sources of identity deal with intersectional identity tensions and perceived lack of access to social power? The study focuses on how social relationships form and develop in masculinised settings between construction workers and a petite female researcher through perceived notions of equality and inequality. Through autoethnographic tales, the study examines how an academic home comer navigates between conflicting professional and cultural identities, in their native country.
Design/methodology/approach
Using collaborative autoethnography, the study examines how the intersections of being a young petite female and a “partial” insider in a male-dominated construction industry influences the researcher's identity work process and her quest for social power.
Findings
The findings suggest that to access referent social power, the researcher covers stigmatised intersectional attributes and reveals a more favourable identity. The fieldwork journey of the young petite female researcher highlights that identity work is a situational process that evolves with respondent relationships, respondent assigned roles, perceived notion of access to power and struggles of cultural versus professional identity. The reader is also taken through the collaborative autoethnographic journey of a female researcher and her doctoral studies supervisor.
Originality/value
This paper makes several contributions. First, it contributes to the academic literature on intersectionality of identity, especially concentrating on the intersectional attributes of petite physical stature, gender and perceived lack of access to social power. Second, this paper theorises identity work processes as an indirect strategy of social power in researcher-and-researched relationships. Last, through collaborative autoethnography of female researchers' fieldwork journey, this study contributes to the body of knowledge on academic home comers as “partial” insiders in their native country.
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