Table Of Content

17 Practicing Disability Studies in Education: Acting Toward Social Change celebrates the diversity of con- P temporary work being developed by a range of scholars working within the field of Disability Studies r a in Education (DSE). The central idea of this volume is to share ways in which educators practice DSE c in creative and eclectic ways in order to rethink, reframe, and reshape the current educational response t i c to disability. Largely confined to the limitations of traditional educational discourse, this collective (and i n growing) group continues to push limits, break molds, assert the need for plurality, explore possibilities, g move into the unknown, take chances, strategize to destabilize, and co-create new visions for what can D be, instead of settling for what is. Much like jazz musicians who rely upon one another on stage to i s create music collectively, these featured scholars have been—and continue to—riff with one another in a b creating the growing body of DSE literature. In sum, this volume is DSE “at work.” i l i t “This book offers a welcome and timely understanding of human differences which moves away y S from deficit-based and often derogatory assumptions, to understanding difference in historical, so- t u cial, and cultural contexts. It demonstrates how DSE can create new understandings and bring about d much-needed social change, and should be read by all those who wish to rethink current educational i e responses to disability.” s —Sally Tomlinson, Professor Emeritus, Oxford University in E “This text adds meanings to disability studies we didn’t know were there. It reveals the usefulness and d u potency of the field. It stretches and expands our thinking, our practice, and our actions.” c —Simi Linton, author of Claiming Disability: Knowledge and Identity a t and co-producer and co-director of the documentary film Invitation to Dance i o n David J. Connor received his doctorate in education from Teachers College, Columbia University. He c is a professor at Hunter College, City University of New York. He has received several national awards o and is the author/co-author of four other books. n n o r Jan W. Valle received her doctorate in education from Teachers College, Columbia University. She , v is an associate professor at The City College of New York, City University of New York. She is the a author/co-author of numerous journal publications as well as two other books. l l e , Chris Hale received his doctorate at the Graduate Center of the City University of New York and h a presently works as an assistant professor at the College of Staten Island. He is an advocate for ethical l e special education practice and writes and does research relevant to this issue. , e d s . www.peterlang.com P E T E R L A N G 17 Practicing Disability Studies in Education: Acting Toward Social Change celebrates the diversity of con- P temporary work being developed by a range of scholars working within the field of Disability Studies r a in Education (DSE). The central idea of this volume is to share ways in which educators practice DSE c in creative and eclectic ways in order to rethink, reframe, and reshape the current educational response t i c to disability. Largely confined to the limitations of traditional educational discourse, this collective (and i n growing) group continues to push limits, break molds, assert the need for plurality, explore possibilities, g move into the unknown, take chances, strategize to destabilize, and co-create new visions for what can D be, instead of settling for what is. Much like jazz musicians who rely upon one another on stage to i s create music collectively, these featured scholars have been—and continue to—riff with one another in a b creating the growing body of DSE literature. In sum, this volume is DSE “at work.” i l i t “This book offers a welcome and timely understanding of human differences which moves away y S from deficit-based and often derogatory assumptions, to understanding difference in historical, so- t u cial, and cultural contexts. It demonstrates how DSE can create new understandings and bring about d much-needed social change, and should be read by all those who wish to rethink current educational i e responses to disability.” s —Sally Tomlinson, Professor Emeritus, Oxford University in E “This text adds meanings to disability studies we didn’t know were there. It reveals the usefulness and d u potency of the field. It stretches and expands our thinking, our practice, and our actions.” c —Simi Linton, author of Claiming Disability: Knowledge and Identity a t and co-producer and co-director of the documentary film Invitation to Dance i o n David J. Connor received his doctorate in education from Teachers College, Columbia University. He c is a professor at Hunter College, City University of New York. He has received several national awards o and is the author/co-author of four other books. n n o r Jan W. Valle received her doctorate in education from Teachers College, Columbia University. She , v is an associate professor at The City College of New York, City University of New York. She is the a author/co-author of numerous journal publications as well as two other books. l l e , Chris Hale received his doctorate at the Graduate Center of the City University of New York and h a presently works as an assistant professor at the College of Staten Island. He is an advocate for ethical l e special education practice and writes and does research relevant to this issue. , e d s . www.peterlang.com P E T E R L A N G Practicing Disability Studies in Education Susan L. Gabel and Scot Danforth General Editors Vol. 17 The Disability Studies in Education series is part of the Peter Lang Education list. Every volume is peer reviewed and meets the highest quality standards for content and production. PETER LANG New York  Bern  Frankfurt  Berlin Brussels  Vienna  Oxford  Warsaw Practicing Disability Studies in Education acting toward social change edited by david j. connor, jan w. valle, & chris hale PETER LANG New York  Bern  Frankfurt  Berlin Brussels  Vienna  Oxford  Warsaw Library of Congress Cataloging-in-Publication Data Connor, David J. Practicing disability studies in education: acting toward social change / edited by David J. Connor, Jan W. Valle, Chris Hale. pages cm. — (Disability studies in education; v. 17) Includes bibliographical references. 1. Students with disabilities—Education. 2. Special education. 3. Inclusive education. 4. Disability studies. 5. Sociology of disability. I. Valle, Jan W. II. Hale, Chris III. Title. LC4065.C66 371.9—dc23 2014033108 ISBN 978-1-4331-2552-2 (hardcover) ISBN 978-1-4331-2551-5 (paperback) ISBN 978-1-4539-1446-5 (e-book) ISSN 1548-7210 Bibliographic information published by Die Deutsche Nationalbibliothek. Die Deutsche Nationalbibliothek lists this publication in the “Deutsche Nationalbibliografie”; detailed bibliographic data are available on the Internet at http://dnb.d-nb.de/. Cover art by David J. Connor The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council of Library Resources. © 2015 Peter Lang Publishing, Inc., New York 29 Broadway, 18th floor, New York, NY 10006 www.peterlang.com All rights reserved. Reprint or reproduction, even partially, in all forms such as microfilm, xerography, microfiche, microcard, and offset strictly prohibited. Printed in the United States of America To my nieces and nephew: Emily, Joseph, Lucy, and Abbey —David To my sisters: Pam Carter and Marcia James —Jan To my wife and daughter: Angela and Serena —Chris Table of Contents A Note on the Cover Art ix Foreword: Disability Studies in Education and the Sociological Imagination xi Scot Danforth Introduction: A Brief Account of How Disability Studies in Education Evolved 1 DaviD J. connor, Jan W. valle, anD chriS hale Section I: Theory 1. Exploring Some Moral Dimensions of the Social Model of Disability 19 Deborah GallaGher 2. “As a cripple, I swagger”: The Situated Body and Disability Studies in Education 35 beth a. ferri 3. BEyon|ce|D inclusion: Wud mite[ymouse] be nexterated X 51 Phil Smith Section II: Research 4. Enacting Research: Disability Studies in Education and Performative Inquiry 65 Jan W. valle 5. “It was just like a piece of gum”: Using an Intersectional Approach to Understand Criminalizing Young Women of Color With Disabilities in the School-to-Prison Pipeline 83 Subini ancy annamma viii contentS 6. An “In-Betweener” Ethnographer: From Anxiety to Fieldwork Methods in a Cross-Cultural Study of Bilingual Deaf Kindergartners 103 JoSePh michael valente Section III: Practice 7. Practicing What We Teach: The Benefits of Using Disability Studies in an Inclusion Course 123 DaviD J. connor 8. Why We Do What We (Think We) Do: Creating a Campus Coalition From the Perspective of Disability Studies in Education 141 Geert van hove anD eliSabeth De SchauWer 9. Madness and (Higher Education) Administration: Ethical Implications of Pedagogy Using Disability Studies Scholarship 159 nirmala erevelleS Section IV: Policy 10. Critiquing Policy: Limitations and Possibilities 179 Julie allan 11. Using Disability Studies in Education to Recognize, Resist, and Reshape Policy and Practices in Aotearoa New Zealand 197 miSSy morton 12. A Disability Studies in Education Analysis of Corporate- Based Educational Reform: Lessons From New Orleans 217 Kathleen collinS Conclusion All That Jazz: Using Disability Studies in Education to (Re)Envision the Applied Field of (Special) Education 235 Jan W. valle, chriS hale, anD DaviD J. connor Contributors 243