Sustaining Disabled Youth: Centering Disability in Asset Pedagogies

by Federico R. Waitoller (Editor), Kathleen A. King Thorius (Editor), James A. Banks (Editor)

Overview

Asset-based pedagogies, such as culturally relevant/sustaining teaching, are frequently used to improve the educational experiences of students of color and to challenge the white curriculum that has historically informed school practices. Yet asset-based pedagogies have evaded important aspects of students’ culture and identity: those related to disability.

Sustaining Disabled Youth is the first book to address this deficit. It brings together a collection of work that situates disability as a key aspect of children and youth’s cultural identity construction. It explores how disability intersects with other markers of difference to create unique cultural repertoires to be valued, sustained, and utilized for learning. Readers will hear from prominent and emerging scholars and activists in disability studies who engage with the following questions: Can disability be considered an identity and culture in the same ways that race and ethnicity are? How can disability be incorporated to develop and sustain asset-based pedagogies that attend to intersecting forms of marginalization? How can disability serve in inquiries on the use of asset-based pedagogies? Do all disability identities and embodiments merit sustaining? How can disability justice be incorporated into other efforts toward social justice?

Book Features:

• ● Provides critical insights to bring disability in conversation with asset-based pedagogies.
• ● Highlights contributions of both university scholars and community activists.
• ● Includes analytical and practical tools for researchers, classroom teachers, and school administrators.
• ● Offers important recommendations for teacher education programs.

Product Details

ISBN-13:	9780807767689
Publisher:	Teachers College Press
Publication date:	11/25/2022
Series:	Multicultural Education Series
Pages:	264
Sales rank:	1,108,545
Product dimensions:	6.12(w) x 9.00(h) x (d)

About the Author

Federico R. Waitoller is an associate professor in the department of special education at the University of Illinois at Chicago and author of Excluded by Choice: Urban Students with Disabilities in the Education Marketplace. In 2023 he received the AERA Special and Inclusive Education SIG Distinguished Researcher Award. Kathleen A. King Thorius is an associate professor in Indiana University’s School of Education-IUPUI, executive director of the Great Lakes Equity Center, and co-editor of Ability, Equity, and Culture: Sustaining Inclusive Urban Education Reform.

Table of Contents

Series Foreword ix

Acknowledgments xiii

Disability and Asset Pedagogies: An Introduction to the Book Kathleen A. King Thorius Federico R. Waitoller xv

Part I Centering Disability Culture and Identity in Schools and Society

1 Disabled Lives: Worthiness and identity in an Ableist Society Anjali J. Forber-Pratt Bradley J. Minotti 3

2 Cultivating Positive Racial-Ethnic-Disability Identity: Opportunities in Education for Culturally Sustaining Practices at the Intersection of Race and Disability Seena M. Skelton 17

3 Smooth and Striated Spaces: Autistic (III)legibility as a Deterritorializing Force Sara M. Acevedo Robin Rosigno 31

4 Luring the Vygotskyan Imagination: Notes for a New Bridge Between Disability Studies in Education and Asset Pedagogies Federico R. Waitoller 46

Part II Sustaining Disability Identities within Pedagogical Approaches

5 Black Deaf Gain: A Guide to Revisioning K-12 Deaf Education Onudeah D. Nicolarakis Akilah English Gloshanda Lawyer 59

6 Disability Critical Race Theory as Asset Pedagogy Subini Annamma David Connor Beth Ferri 74

7 Krip-Hop Nation Puts Back the Fourth Element of Hip-Hop: Knowledge with a Political Limp Leroy F. Moore Jr. Keith Jones 86

8 Breaking Down Barriers: Hearing from Children to Learn to Teach Inclusively in Bilingual Education Patricia Martinez-Álvarez Minhye Son 95

Part III On Nurturing Teachers and Educational Leaders

9 Of the Insubstantiality of "Special" Worlds: Curricular Cripistemological Practices as Asset Pedagogy in Teacher Education Linda Ware David Mitchell Sharon Snyder 111

10 Mothers of Color of Children with Dis/abilities: Centering Their Children's Assets in Family as Faculty Projects Cristina Santamaria Graff 126

11 Practicing for Complex Times: The Future of Disability Studies and Teacher Education Srikala Naraian 144

12 Curriculum Theorizing, Intersectional Consciousness, and Teacher Education for Disability-Inclusive Practices Mildred Boveda Brittany Aronson 156

13 Leveraging Asset Pedagogies at Race/Disability Intersections in Equity-Expansive Technical Assistance Kathleen A. King Thorius 169

Notes 183

References 185

About the Editors and the Contributors 222

Index 228

What People are Saying About This

From the Publisher

“Sustaining Disabled Youth is the hybrid space of possibilities that we have needed in (special) education—building on and advancing assets-based pedagogies while centering disability. It is in this hybridity that we can reimagine pedagogies that center and sustain disability with and through the experiences and scholarship of the multiply marginalized scholars, activists, and educators who contributed to this book.”
—Taucia González, assistant professor, disability and psychoeducational studies, The University of Arizona

Editorial Reviews

The text is organized into digestible parts and chapters and equips readers with analytical and hands-on tools that can be applied in both academic and classroom settings…Highly recommended.

—CHOICE

From the Publisher