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Book part
Publication date: 7 October 2019

Kirsten Brown, Edlyn Peña, Ellen Broido, Lissa Stapleton and Nancy Evans

We seek to expand the disability theoretical toolkits of higher education scholars to include frameworks that view disability as multivalent. We start by describing limitations…

Abstract

We seek to expand the disability theoretical toolkits of higher education scholars to include frameworks that view disability as multivalent. We start by describing limitations scholars can encounter when employing traditional medical, social, and minority frameworks. Then, we draw upon: (1) the temporal and fluid understandings of disability in critical disability theory, (2) the value critical realism gives to the body, impairment, and the environment, and (3) the work of Deaf epistemologies to call attention to the varied communication methods disabled college students use to encourage the use of frameworks that promote intersectional understandings that are authentic to lived experiences. We extend scholars’ toolkits by encouraging the use of frameworks that value diverse human neurology and draw attention to the hegemonic dominance of Western thought. We conclude by discussing four implications and two limitations for higher education scholars.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-83867-842-5

Keywords

Abstract

Details

American Life Writing and the Medical Humanities: Writing Contagion
Type: Book
ISBN: 978-1-83909-673-0

Article
Publication date: 1 July 2006

Alison Adam and David Kreps

The purpose of this article is to analyse the continuing problem of web accessibility for disabled people as a critical information systems issue.

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Abstract

Purpose

The purpose of this article is to analyse the continuing problem of web accessibility for disabled people as a critical information systems issue.

Design/methodology/approach

The ways in which the web is used by disabled people, and problems that can arise, are described and related to the development of critical disability theory from older models of disability, including the medical and social models, noting that the social construction of disability model may tend to mask the embodied, lived experience of disability.

Findings

The lack of interaction of the critical disability approach and dominant discourses of web accessibility and internet studies, particularly in relation to embodiment, is a major contributor to the continuance of an inaccessible Worldwide web.

Research limitations/implications

The paper does not offer a comprehensive set of web accessibility issues, concentrating instead on the most common problems as exemplars.

Practical implications

The paper raises awareness of web accessibility.

Originality/value

The paper brings the topic of accessibility of technology by disabled people into the critical information systems arena and also incorporates social construction of disability and theoretical considerations of embodiedness in its analysis.

Details

Information Technology & People, vol. 19 no. 3
Type: Research Article
ISSN: 0959-3845

Keywords

Open Access
Article
Publication date: 26 March 2024

Latifa Sebti and Brent C. Elder

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR…

Abstract

Purpose

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

Design/methodology/approach

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

Findings

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

Practical implications

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

Originality/value

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 6 June 2023

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.

Details

School-University Partnerships, vol. 16 no. 1
Type: Research Article
ISSN: 1935-7125

Keywords

Book part
Publication date: 25 November 2019

Lisa 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.

Article
Publication date: 20 September 2022

Phillip Andrew Boda

Leveraging autoethnography and conceptual syntheses, the author stake the claim that supporting people to empower themselves in the naming and description of their lived realities…

Abstract

Purpose

Leveraging autoethnography and conceptual syntheses, the author stake the claim that supporting people to empower themselves in the naming and description of their lived realities beyond assumed incompleteness constitutes a resistant form of critical praxis the author name as epistemic (de)centering. Through these engagements of varying proximity with the other, meaning those Lives-Hopes-Dreams often outside researchers' personal and professional standpoints, the author aims to argue that critical, reflexive praxes where historically marginalized people, including those living/surviving/thriving with impairments-disabilities, can be afforded place, space, time and respect to visibilize their experiences.

Design/methodology/approach

In this paper, the author dreams of radical possibilities afforded by epistemic disobedience to value those Body-Mind-Spirits often elided among social justice work. Interrogating nuances among pieces in a recently published special issue named as “Disability Justice,” the author rearticulates a reality of possibility where the rhetoric that sustains invisibilizations of disabled people via racial-capitalist-ableist-coloniality is disrupted to explicitly position these identities as valuable to inform how to transform society in more just ways.

Findings

Analyses from this work further conversations on disabled subjectivities, post-oppositional logics of centers-margins, and resistant knowledge projects to illuminate how to approach the questions of who gets to decide when justice is achieved, and how abled Body-Mind-Spirits can meet their commitments to justice, especially among those that work in social justice circles.

Originality/value

Infusing across this work the voices of multiply marginalized, and disabled, folks provides a cognitive-systemic architecture where research moves from “what if” as abstraction to engage with “how to” center disability justice in education (DJE). In doing so, this research pushes our approaches to social justice praxis, in education and beyond, to think about our individual and collective proximities to self and other, and more specifically disabled Lives-Hopes-Dreams.

Details

Qualitative Research Journal, vol. 23 no. 1
Type: Research Article
ISSN: 1443-9883

Keywords

Book part
Publication date: 4 September 2017

Nceba Ndzwayiba and Lieketseng Ned

The purpose of this research is to investigate the process of development and implementation of strategies to promote diversity and inclusion of persons with disabilities in the…

Abstract

Purpose

The purpose of this research is to investigate the process of development and implementation of strategies to promote diversity and inclusion of persons with disabilities in the workplace within Netcare (the largest private hospital group) in South Africa.

Methodology/approach

A single case study methodology is used to document best practices developed at Netcare for the integration of persons with disabilities in the workplace.

Findings

The case study demonstrates that integrating people with disabilities in the workplace is a complex process that requires bringing together disability theory/model and organizational change models. Disability integration within Netcare is an ongoing process with positive gains and gaps that can be leveraged to improve the process. Nonetheless, significant improvements in the number of persons with disability integrated at work as well as a good retention rate in the skills development program have been realized.

Practical implications

The documentation of practice based initiatives such as those developed by Netcare is useful for future cross-organizational and cross-context comparative studies. This will ultimately redirect policy and research agendas from the deficit analysis approach towards a more positive inquiry based upon practical and workable solutions.

Social implications

The treatment of disability as a silo identity does not provide full appreciation of the multiple intersecting identities that interlock to position some persons with disabilities in positions of privilege and marginalization simultaneously.

Originality/value

This chapter reveals the importance of situating disability mainstreaming within a broader organizational transformation strategy. Legislating social and organizational transformation issues is necessary but insufficient to produce the desired social change. This research highlights the value of inculcating transformative leadership culture and building leadership accountability to realize the desired social and organizational change.

Details

Factors in Studying Employment for Persons with Disability
Type: Book
ISBN: 978-1-78714-606-8

Keywords

Book part
Publication date: 12 December 2023

Rebekka J. Jez

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.

Details

Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective
Type: Book
ISBN: 978-1-80455-530-9

Keywords

Book part
Publication date: 9 May 2017

Margaret M. Kress

The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an…

Abstract

The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an authentic inclusion of Indigenous students with disabilities. Through the sharing of Canada’s colonial history, and by critically examining the principles of care within special education, the author exposes its relationship with ableism, normalcy, eugenics, and white privilege to show how Indigenous peoples continue to be marginalized in the twenty-first century. This justice work asks educators to shift their perspectives of inclusion and wellness through the insertion of an Indigenous lens, one to help them see and hear the faces and voices of disabled Aboriginal children and their kinships. The chapter discusses the social model of disability, the psychology of Gentle Teaching, Indigenous ethics, and principles of natural laws through the voices of Nehiyawak and other knowledge keepers, in order to suggest an agenda for educators to come to an understanding of an emancipatory and gentle education. Spatial justice and Indigenous epistemologies merge as synergistic, inclusive, and holistic entities, to support Aboriginal children and youth as both they and those who teach learn to celebrate disabled ontologies. The chapter concludes by presenting how Gentle Teaching and Indigenous ways of knowing should be honored in this quest of creating an equitable, caring, and inclusive society for all disabled Indigenous children and youth.

Details

Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

Keywords

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