Humanizing Disability and Inclusive Education Research in the Global South

Beschreibung

“This edited collection offers a fascinating diversity of perspectives on disability as lived experience, disability as scholarship constituted within both local and global socio-economic structures, and disability as emancipatory insight that refuses the oppressive practices of colonial and neo-colonial states. In a socio-political transnational context disrupted by genocidal wars, environmental catastrophes, and the devastating impact of nationalist fascism on the everyday lives of disabled people across the globe, the conceptual and empirical knowledge shared within these pages promises to provide alternative ways to re-imagine transformative futures that value disability as a critical analytic in social policy and educational contexts.”
—Nirmala Erevelles, Professor of Educational Leadership, Policy and Technology Studies, University of Alabama, USA

This edited volume features innovative contributions from researchers and practitioners in the global South who use qualitative methodologies to deconstruct colonial and positivist traditions in disability and inclusive education research. The editors extend ongoing intersectional dialogues in Critical Disability Studies (CDS) and Disability Critical Race Studies (DisCrit) by collaborating with leading disability scholars and activists worldwide. This collection offers innovative, humanizing, and internationally grounded disability-centric qualitative research practices that scholars, practitioners, and activists can apply in their own spaces of advocacy and praxis.

Brent C. Elder is Associate Professor of Inclusive Education at Rowan University, USA. His research and practice center on creating sustainable inclusive education practices in under-resourced schools across the US and low-resourced countries globally. His first book, The Future of Inclusive Education: Intersectional Perspectives, was co-authored with Valentina Migliarini.

Valentina Migliarini is Associate Professor in Education Studies in the Department of Education and Social Justice at the University of Birmingham, UK. She is the Department Research Lead and an active member of the Centre for Research on Race in Education. Her work focuses on equitable access to education for multiply marginalized students, especially disabled students from migrant and forced migrant backgrounds in secondary education.

This edited volume features innovative contributions from researchers and practitioners in the global South who use qualitative methodologies to deconstruct colonial and positivist traditions in disability and inclusive education research. The editors extend ongoing intersectional dialogues in Critical Disability Studies (CDS) and Disability Critical Race Studies (DisCrit) by collaborating with leading disability scholars and activists worldwide. This collection offers innovative, humanizing, and internationally grounded disability-centric qualitative research practices that scholars, practitioners, and activists can apply in their own spaces of advocacy and praxis.

Autor*in

Brent C. Elder

Themen in »Humanizing Disability and Inclusive Education Research in the Global South«

DisCrit Critical Disability Studies Community-Based Participatory Research Decolonizing Inclusive Education Universal Design for Learning Early Grade Reading Intellectual Disabilities Indigenous Methodologies

Stimmen zu »Humanizing Disability and Inclusive Education Research in the Global South«

“This edited collection of empirical studies written by scholars from the Global South offer a fascinating diversity of perspectives on disability as lived experience, disability as scholarship constituted within both local and global socio-economic structures, and disability as emancipatory insight that refuses the oppressive practices of colonial and neo-colonial states.  In a socio-political transnational context disrupted by genocidal wars, environmental catastrophes, and the devastating impact of nationalist fascism on the everyday lives of disabled people across the globe, the conceptual and empirical knowledge shared within these pages promises to provide alternative ways to re-imagine transformative futures that value disability as a critical analytic in social policy and educational contexts.” (Nirmala Erevelles, Professor and Program Chair, Social and Cultural Studies in Education, Department of Educational Leadership, Policy, and Technological Studies, University of Alabama, US)

“An important book that critically engages with the struggles of realizing disability inclusive education across the global North and South. Unique case studies from Argentina, Bhutan, Saudi Arabia, Uzbekistan, to name a few, offer readers a rich insight into its complexities, challenges and importance at a global scale. Contributions compel readers to consider the significance of disability inclusive education for broader socio-ethical commitments to equity, diversity and justice at a time when these very principles are being challenged.” (Karen Soldatić, Canada Excellence Research Chair in Health Equity and Community Wellbeing; Professor, School of Disability Studies; Toronto Metropolitan University)

“At a time when disability rights, and many efforts at inclusion, are under attack, and when knowledge and education itself are questioned, this book serves as a timely and refreshing reminder of why we need global perspectives on disability, education, and other issues of social concern. The editors have done a skillful job of bringing together disparate voices from across the globe, and presenting a book which is at once a provocation to commonly-held beliefs, and a clear path forward as to where we should go from here. This book deserves a wide audience, and the best compliment to the book will be further action to create a more inclusive world, where all can reach their potential.” (Leslie Swartz, PhD Psychologist and Distinguished Professor; Department of Psychology at Stellenbosch University Editor-in-Chief: Scandinavian Journal of Disability Research, Editor-in-Chief: South African Journal of Science Founding Editor-in Chief: African Journal of Disability)

“This compelling volume examines how nationalism, colonialism, racism, and ableism continue to shape marginalization, particularly in global South countries. Grounded in Critical Disability Studies and Disability Critical Race Theory, the editors provide a strong theoretical foundation for understanding the current threats of inclusion. Contributors reflect on conducting qualitative research into the experiences of people with disability and intersecting identities, linking their methods and findings to historical, political, social, and material contexts. A timely and insightful resource for researchers, higher education students, and inclusion-focused stakeholders.” (Simoni Symeonidou, Associate Professor; Department of Inclusive Education; University of Cyprus)

“This engaging book takes readers on a trip around the world, from Argentina to Uzbekistan, as they learn about researching, supporting, and growing inclusive education in unique national and regional contexts—illustrating culturally-respectful, organic processes and valuing local knowledges while eschewing the use of colonial methodologies.” (David J. Connor, Professor Emeritus, Hunter College & The Graduate Center City University of New York)

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