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Sustaining Disabled Youth: Centering Disability in Asset Pedagogies
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Sustaining Disabled Youth: Centering Disability in Asset Pedagogies
264Hardcover
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Overview
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: | 9780807767696 |
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Publisher: | Teachers College Press |
Publication date: | 11/25/2022 |
Series: | Multicultural Education Series |
Pages: | 264 |
Product dimensions: | 6.38(w) x 9.25(h) x (d) |
About the Author
Table of Contents
ContentsSeries Foreword ix
Acknowledgments xiii
Disability and Asset Pedagogies: An Introduction to the Book xv Kathleen A. King Thorius and Federico R. Waitoller
Part I: CENTERING DISABILITY CULTURE AND IDENTITY IN SCHOOLS AND SOCIETY
1. Disabled Lives: Worthiness and Identity in an Ableist Society 3 Anjali J. Forber-Pratt and Bradley J. Minotti
2. Cultivating Positive Racial-Ethnic-Disability Identity: Opportunities in Education for Culturally Sustaining Practices at the Intersection of Race and Disability 17 Seena M. Skelton
3. Smooth and Striated Spaces: Autistic (Ill)legibility as a Deterritorializing Force 31 Sara M. Acevedo and Robin Rosigno
4. Luring the Vygotskyan Imagination: Notes for a New Bridge Between Disability Studies in Education and Asset Pedagogies 46 Federico R. Waitoller
Part II: SUSTAINING DISABILITY IDENTITIES WITHIN PEDAGOGICAL APPROACHES
5. Black Deaf Gain: A Guide to Revisioning K–12 Deaf Education 59 Onudeah D. Nicolarakis, Akilah English, and Gloshanda Lawyer
6. Disability Critical Race Theory as Asset Pedagogy 74 Subini Annamma, David Connor, and Beth Ferri
7. Krip-Hop Nation Puts Back the Fourth Element of Hip-Hop: Knowledge with a Political Limp 86 Leroy F. Moore Jr. and Keith Jones
8. Breaking Down Barriers: Hearing from Children to Learn to Teach Inclusively in Bilingual Education 95 Patricia Martínez-Álvarez and Minhye Son
Part III: ON NURTURING TEACHERS AND EDUCATIONAL LEADERS
9. Of the Insubstantiality of “Special” Worlds: Curricular Cripistemological Practices as Asset Pedagogy in Teacher Education 111 Linda Ware, David Mitchell, and Sharon Snyder
10 . Mothers of Color of Children with Dis/abilities: Centering Their Children’s Assets in Family as Faculty Projects 126 Cristina Santamaría Graff
11. Practicing for Complex Times: The Future of Disability Studies and Teacher Education 144 Srikala Naraian
12. Curriculum Theorizing, Intersectional Consciousness, and Teacher Education for Disability-Inclusive Practices 156 Mildred Boveda and Brittany Aronson
13. Leveraging Asset Pedagogies at Race/Disability Intersections in Equity-Expansive Technical Assistance 169 Kathleen A. King Thorius
Notes 183
References 185
About the Editors and the Contributors 222
Index 228
What People are Saying About This
“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