Who “Owns” Dis/ability? The Cultural Work of Critical Special Educators as Insider–Outsiders

Connor, David J.

doi:10.1080/00933104.2013.838741

Cited by 44 publications

(33 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A key impetus for such critiques is the perception of DSE researchers that the field of Special Education holds an epistemological monopoly on the intersection of disability and schooling (Connor 2013). This is of critical concern given the institutionalized knowledge that is produced in Special Education.…”

Section: Epistemological Critiques Of the Ontology Of Disabilitymentioning

confidence: 99%

“…While there is overlap between the fields, the critical orientation of DSE is a key element that distinguishes the field from Special Education; DSE scholars are critical of many school practices promoted by the field of Special Education as well as of the knowledge base of the research field. DSE can therefore be understood as a form of critical special education in that researchers in the field are highly critical of the theoretical frameworks and practices used in Special Education, yet many still locate themselves within the field of Special Education (Ware 2005;Connor 2013).…”

Section: Introduction: Disability Studies In Education As Critical Special Educationmentioning

confidence: 99%

See 1 more Smart Citation

Decision-Making

2017

Encyclopedia of Educational Philosophy and Theory

View full text Add to dashboard Cite

Border Theory; Critical Intersectionality; Decolonial Feminisms 352 Decision-Making accounts of Being, Truth, History, Culture/Civilization, and Freedom, it is essential to actively disrupt the "un-coercive re-arrangement of desires" (Spivak 2004, p. 526). Second, the praxis of remembrance, ceremony, and creative expression, or what Alexander (2006) calls "pedagogies of crossing," all illustrate "the decolonial imaginary" in action (Perez 1999). Storytellers, artists, musicians, dancers, and poets have the potential to express embodied representations of how the matrix of colonial power is lived and felt differently by through technologies of anti-Black racism, settler colonialism, heteropatriarchy, sexual violence, and global capitalism. As African American poet June Jordan (2007) so eloquently enunciates, "I am not Wrong: Wrong is not my Name." The call and response of decolonial education is to grapple with the devastating afterlife of coloniality.

show abstract

Section: Epistemological Critiques Of the Ontology Of Disabilitymentioning

confidence: 99%

Section: Introduction: Disability Studies In Education As Critical Special Educationmentioning

confidence: 99%

Decision-Making

2017

Encyclopedia of Educational Philosophy and Theory

View full text Add to dashboard Cite

show abstract

“…However, the mild to moderate learning disabilities that some bilinguals experience are often medicalized and interpreted as being situated solely within the individual child (Conway & Artiles, 2005;Dudley-Marling & Gurn, 2011). This is shown in the history of institutionalization of special education (see Connor, 2013) or in the use of special education labels to primarily name children of low socioeconomic levels or immigrant backgrounds (Carrier, 1986). The medicalization of dis/ability 1 translates onto prescriptive approaches when teaching children with a dis/ability (Heshusius, 1995;Iano, 1990).…”

mentioning

confidence: 99%

“…This is because their abilities are constructed based on cultural institutional practices guided by ableist perspectives, which compare all children to the imaginary ideal of a learner who fits within a bell-curve shape (Baglieri, Bejoian, Broderick, Connor, & Valle, 2011;Kilinc, 2018). In fact, Connor (2013) explained that labels denote "a child who does not 'fit' into the existing education system" (p. 496), and linguistic minority students labeled with dis/abilities tend to then be placed in more restrictive environments than their White counterparts (Losen & Orfield, 2002). Thus, in working to address educational inequities and improve the learning experience of emergent bilinguals with dis/abilities, there is a need to continue to explore ways in which both bilingualism and biculturalism, as well as dis/abilities, can be conceptualized as the assets they can be for learning.…”

mentioning

confidence: 99%

Dis/ability as Mediator: Opportunity Encounters in Hybrid Learning Spaces for Emergent Bilinguals with Dis/abilities

Martínez-Álvarez

2020

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background Though there has been some attention to how emergent bilinguals learn in relation to languages and cultures, very little research to date has examined similar processes in emergent bilinguals with dis/abilities, including how to understand dis/ability as a source of strength. Purpose In this article, I explore how dis/ability can mediate learning. To do so, I examine how emergent bilinguals with dis/abilities engage with learning activities in a hybrid space in terms of ability, language, and culture; and how these children's learning is mediated in such a hybrid space. Research Design This qualitative study documents how 15 bilingual Latinx children with mild dis/abilities in the second through third grades, along with eight bilingual teacher candidates preparing to teach in inclusive bilingual contexts, worked together in a two-year hybrid after-school program. Findings/Results Children were able to demonstrate the ability to “compensate” for perceived “weaknesses” and learn in what I characterize as nepantla (in-between) spaces in four different ways: (a) resisting the learning activity; (b) shifting the direction of the learning activity; (c) repositioning the content (within their own knowledge); and (d) using external artifacts. Conclusions Opportunity-centered encounters attending to language, culture, and ability, built on hybridity theory, allowed for shifting perceptions of children's academic identities. The study highlights an asset-based perspective on dis/ability that rejects ableism. Implications include the need for careful planning and constant nurturing of the bilingual child's multiple fluid identities.

show abstract

“…In addition, we use the term dis/ability to suggest that disability and ability are socially, historically, emotionally, politically, and culturally constructed as opposed to medical–psychological in nature and of the mind and body per se. With “dis/ability,” we foreground the social and cultural model, as opposed to the medical–psychological model, of “dis/ability” (Connor, 2013; Linton, 1998).…”

mentioning

confidence: 99%

Intersectional Rights of Teachers and Students in Computer Science and Special Education: Implications for Urban Schooling

2017

View full text Add to dashboard Cite

This article advocates for the intersectional rights of teachers and students of computer science (CS) and special education (SPE) in urban education. Using an intersectional nepantla lens, we propose that CS education be accessible to all SPE teachers and students with dis/abilities. We argue for a focus on social-emotional intersectional rights as crucial foundations for an equitable approach to teaching and learning in CS SPE. We end with implications for educational stakeholders and teacher education programs that open pathways for socioemotional and intersectional rights of underrepresented teachers and students of CS and SPE.

show abstract

Who “Owns” Dis/ability? The Cultural Work of Critical Special Educators as Insider–Outsiders

Cited by 44 publications

References 35 publications

Decision-Making

Decision-Making

Dis/ability as Mediator: Opportunity Encounters in Hybrid Learning Spaces for Emergent Bilinguals with Dis/abilities

Intersectional Rights of Teachers and Students in Computer Science and Special Education: Implications for Urban Schooling

Contact Info

Product

Resources

About