Publication Cover
Educational Studies
A Journal of the American Educational Studies Association
Volume 55, 2019 - Issue 4: Disability Issue
1,043
Views
4
CrossRef citations to date
0
Altmetric
Articles

“The Problem isn’t Yourself Overcoming, it’s Other People Overcoming You:” A Decolonizing Mental Health DSE Curricular Cripstemology Reading of Daniel and Luna’s Intersectional Dis/ability Experiences

REFERENCES

  • Althusser, L. (1971). Lenin and philosophy, and other essays. London, UK: New Left Books.
  • Annamma, S. A., Jackson, D. D., & Morrison, D. (2017). Conceptualizing color-evasiveness: Using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race Ethnicity and Education, 20(2), 147–162.
  • Artiles, A. J., Dorn, S., & Bal, A. (2016). Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916 – 2016. Review of Research in Education, 40(1), 777–820.
  • Connor, D. J. (2013). “Who “Owns” Dis/ability? The cultural work of critical special educators as insider–outsiders.” Theory & Research in Social Education, 41(4), 494–513.
  • Connor, D., Ferri, B., & Annamma, S. (2016). DisCrit: Disability studies and critical race theory in education. Disability, culture, and equity series. New York, NY: Teachers College Press.
  • Connor, D. J., Gallagher, D., & Ferri, B. A. (2011). Broadening our horizons: Toward a plurality of methodologies in learning disability research. Learning Disability Quarterly, 34(2), 107–121.
  • Crenshaw, K. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
  • Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago, FL: University of Chicago Press.
  • Erevelles, N. (2011). Disability and difference in global contexts: Enabling a transformative body politic. New York, NY: Springer.
  • Fleer, M., & Hedegaard, M. (2008). Studying children: A cultural-historical approach. Maidenhead, England: Open University Press.
  • Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972-1977. New York City, NY: Pantheon.
  • Freire, P. (2000). Pedagogy of the oppressed: With an introduction by Donaldo Macedo. New York, NY: Continuum.
  • Gallagher, D. J. (Ed.). (2004). Challenging orthodoxy in special education: Dissenting voices. New York, NY: Love Publishing Company.
  • Galvin, R. (2003). The making of the disabled identity: A linguistic analysis of marginalisation. Disability Studies Quarterly, 23(2), 149–178.
  • Gee, J. P. (2011). An introduction to discourse analysis: Theory and method. New York, NY: Routledge.
  • Gonzalez, T., Hernández-Saca, D. I., & Artiles, A. J. (2016). In search of voice: Theory and methods in K-12 student voice research in the US, 1990-2010. Educational Review, 69, 1–23.
  • Hernández-Saca, D. I. (2017). Re-Framing the master narratives of dis/ability at my intersections: An outline of a research agenda. Critical Disability Discourses/Discours Critiques Dans le Champ du Handicap, 8, 1–30.
  • Hernández-Saca, D. I., Kahn, L. G., & Cannon, M. A. (2018). Intersectional dis/ability research: How dis/ability research in education engages intersectionality to uncover the multidimensional construction of dis/abled experiences. Review of Research in Education, 42(1), 286–311.
  • Johnson, M., & McRuer, R. (2014). Cripistemologies: Introduction. Journal of Literary & Cultural Disability Studies, 8(2), 127–148. doi:10.3828/jlcds.2014.12
  • Kenway, J., & Youdell, D. (2011). The emotional geographies of education: Beginning a conversation. Emotion, Space and Society, 4(3), 131–136. doi:10.1016/j.emospa.2011.07.001
  • Labov, W. (1984). Intensity. In D. Schiffrin (Ed.), Meaning, form, and use in context: Linguistic applications (pp. 43–70). Washington, DC: Georgetown University Round Table on Languages and Linguistics.
  • LeFrançois, B. A. (2014). Adultism. In T. Teo (Ed.), Encyclopedia of critical psychology (pp. 47–49). New York, NY: Springer.
  • Lemke, J. L. (2013). Thinking about feeling: Affect across literacies and lives. In O. Erstad & J. Sefton Green (Eds.), Learning lives: Transactions, technologies, and learner identity (pp. 57–69). Cambridge, UK: Cambridge University Press.
  • McDermott, R., Edgar, B., & Scarloss, B. (2011). Global norming. In A. J. Artiles, E. B. Kozleski, & F. R. Waitoller (Eds.), Inclusive education: Examining equity on five continents (pp. 223–235). Cambridge, MA: Harvard Education Press.
  • McDermott, R., Goldman, S., & Varenne, H. (2006). The cultural work of learning disabilities. Educational Researcher, 35(6), 12–17.
  • Mills, C. (2014). Decolonizing global mental health: The psychiatrization of the majority world. London, UK and New York, NY: Routledge.
  • Mitchell, D., Snyder, S., & Ware, L. (2014). “[Every] Child Left Behind” curricular cripistemologies and the crip/queer art of failure. Journal of Literary & Cultural Disability Studies, 8(3), 295–314.
  • Morgensen, S. (2011). Spaces between us: Queer settler colonialism and indigenous decolonization (First peoples: New directions in indigenous studies). Minneapolis, MN: University of Minnesota Press.
  • Munyi, C. W. (2012). Past and present perceptions towards disability: A historical perspective. Disability Studies Quarterly, 32(2). Retrieved from http://dsq-sds.org/%20article/view/3197/3068
  • Prior, M. T. (2016). Emotion and discourse in L2 narrative research. Bristol, UK: Multilingual Matters.
  • Rosaldo, M, (1984). Toward an anthropology of self and feeling. In R. Shweder & R. Levine (Eds.), Culture theory: Essays on mind, self and emotion (pp. 137–157). New York, NY: Cambridge University Press.
  • Said, E. W. (1979). Orientalism. New York, NY: Vintage.
  • Smith, L., Tuck, E., & Yang, K. (Eds.). (2018). Indigenous and decolonizing studies in education. New York, NY: Routledge.
  • Street, B. (2003). What’s “new” in New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77–91.
  • Thiong'o, N. (1981). Decolonising the mind: The politics of language in African literature. Nairobi, Egypt: East African Educational Publishers.
  • Thomas, C. (1999). Female forms: Experiencing and understanding disability. New York, NY: McGraw-Hill Education.
  • Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
  • Zembylas, M. (2003). Emotions and teacher identity: A post-structural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213–238. doi:10.1080/13540600309378

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.