Table of Contents
Contents: Steven J. Taylor: Foreword – Introduction –
Scot Danforth/Susan L. Gabel: How Can Disability Studies in Education Contribute to the Understanding of the Politics of Difference? – Nirmala Erevelles: Deconstructing Difference: Doing Disability Studies in Multicultural Educational Contexts – Julie Allan: Conversations Across Disability and Difference: Teacher Education Seeking Inclusion – Santiago Solis: I’m «Coming Out» as Disabled, but I’m «Staying in» to Rest: Reflecting on Elected and Imposed Segregation – Holly Pearson: Politics of Wonder: Contemplation of the Diversity and Humanity Within Disability - How Can Disability Studies Inform Our Understanding of Contemporary Political Debates in Education,
Particularly in Their Relevance to Disabled Students? – Deborah J. Gallagher: The Natural Hierarchy Undone: Disability Studies’
Contributions to Contemporary Debates in Education – Scot Danforth: Learning from Our Historical Evasions: Disability Studies and Schooling in a Liberal Democracy - How Is Disability Studies in Education (Ir)relevant to the Practical Interests, Experiences, and Goals of Disabled People in Schools? – Chris Kliewer: Disability Studies and Young Children: Finding Relevance – Denise P. Reid: Tensions Experienced as a Visually Impaired African American Student Negotiated Identities in the Pursuit of Education: A Mother’s Influence - How Can Disability Studies in Education Be Relevant to the Practical Concerns of Teachers? – Emily A. Nusbaum/ Brianna Dickens/Mariami Reamy: Disability Studies in Education as a Tool for Transformation of the Self and Teaching – Alicia A. Broderick/D. Kim Reid/Jan Weatherly Valle: Disability Studies in Education and the Practical Concerns of Teachers - In What Ways Is Disability Studies (Ir)relevant to Local, State, and National Policy? – Ron Ferguson: Misconceptions and Misunderstandings: Twin Fallacies That Influence Disability Policies – Susan L. Gabel: Applying Disability Theory in Educational Policy: NIDRR’s «New Paradigm of Disability» as a Cautionary Tale - How Does Disability Studies in Education Contribute to Conversations About the Relationships Between School, Family, and Community? – Claire Tregaskis: Developing Inclusive Practice Through Connections
Between Home, Community, and School – Philip M. Ferguson and Dianne L. Ferguson: Finding the «Proper Attitude»:
The Potential of Disability Studies to Reframe Family/School Linkages - How Can Disability Studies Inform the Development and Use of Advanced Educational Technologies? – Gregor Wolbring/Anita Ghai: Interrogating the Impact of Scientific and Technological Development on Disabled Children in India and Beyond – Gerard Goggin: The Question Concerning Technology and Disability - And the Future of Education – Why Teach Disability Studies in Education? – Linda Ware: A Look at the Way We Look at Disability – Beth A. Ferri: Teaching to Trouble - How Is Disability Studies in Education Taking Shape in Nations of the Global South and East? – Srikala Naraian: «I Want to Be ‘Normal’»: (Re)learning the Value of DSE-Informed Research in the Global South – Parul Bakhshi: The Post-2015 Challenge: Social Exclusion-Capability-Identity, a New Impetus for Shaping Education for Vulnerable Children in Low-Income Contexts.
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