Publication Cover
Educational Studies
A Journal of the American Educational Studies Association
Volume 55, 2019 - Issue 4: Disability Issue
406
Views
3
CrossRef citations to date
0
Altmetric
Articles

Black Women’s Knowing, Unruliness and the Radical Transformation of Inclusive Postsecondary Educational Spaces

REFERENCES

  • Annamma, S., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race, Ethnicity and Education, 16(1), 1–31. doi:10.1080/13613324.2012.730511
  • Baglieri, S., & Knopf, J. (2004). Normalizing difference in inclusive teaching. Journal of Learning Disabilities, 37(6), 525–529. doi:10.1177/00222194040370060701
  • Bell, C. (2010). Is disability studies actual white disability studies?. In L. Davis (Ed.), The Disability Studies Reader (3rd. ed, pp. 374–382). New York, NY: Routledge.
  • Berry, M.F. (1994). Black resistance, white law: A history of constitutional racism in America. New York: Penguin.
  • Collins, P. (1996). What’s in a name? Womanism, Black feminism, and beyond. The Black Scholar, 26(1), 9–17. doi:10.1080/00064246.1996.11430765
  • Collins, P. (1998). Fighting words: Black women & the search for justice. Minneapolis, MN: University of Minnesota Press.
  • Comprehensive Transition Programs. (n.d). In Think College Glossary online. Retrieved from https://thinkcollege.net/about/glossary
  • Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–167.
  • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of colors. Stanford Law Review, 43(6), 1241–1299. doi:10.2307/1229039
  • Dolmage, J. (2008). Mapping composition: Inviting disability in the front door. In Cynthia Lewiecki-Wilson & Brenda Jo Brueggemann (Eds.), Disability and the Teaching of Writing (pp. 14–27). Boston, MA: Bedford-St. Martin’s Press.
  • Dolmage, J. (2016). From steep steps to retrofit to universal design, from collapse to austerity; neo-liberal spaces of disability. In J. Boys (Ed.), Disability, space architecture: A reader (pp. 102–113). London, UK: Routledge.
  • Erevelles, N. (2000). Educating unruly bodies: Critical pedagogy, disability studies, and the politics of schooling. Educational Theory, 50(1), 25–47. doi:10.1111/j.1741-5446.2000.00025.x
  • Erevelles, N. (2011). “Coming out crip” in inclusive education. Teachers College Record, 113(10), 2155–2185.
  • Erevelles, N. (2011). The color of violence: Reflecting on gender, race and disability in wartime. In Kim Q. Hall (Ed.), Feminist Disability Studies (pp. 117–135). Bloomington: Indiana University Press.
  • Erevelles, N., & Minear, A. (2010). Unspeakable offenses: Untangling race and disability in discourses of Intersectionality. Journal of Literary and Cultural Disability Studies, 4(2), 127–145. doi:10.3828/jlcds.2010.11
  • Garland-Thomson, R. (2006). Integrating disability, transforming feminist theory. In L. Davis (Ed.), The disability studies reader (pp. 353–373). New York, NY: Routledge.
  • Graham, L., & Slee, R. (2008). An illusory interiority: Interrogating the discourse/s of inclusion. Educational Philosophy and Theory, 40(2), 277–293. doi:10.1111/j.1469-5812.2007.00331.x
  • Grigal, M., & Hart, D. (2010). Think college!: Postsecondary education options for students with intellectual disabilities. Baltimore, MD: Paul H. Brookes Pub.
  • Hooks, B. (1990). Yearning: Race, gender and politics. Boston, MA: South End Press.
  • Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.
  • Hull, A., Bell-Scott, P., Smith, B., Hull, G., Scott, P., & Smith, B. (1982). All the women are White, all the Blacks are men, but some of us are brave: Black women’s studies. Old Westbury, NY: Feminist Press.
  • James, S. & Busia, A. (1994). Theorizing Black Feminisms. New York: Routledge.
  • Lather, P. (2003). Applied Derrida: (Mis)reading the work of mourning in educational research. Educational Philosophy and Theory, 35(3), 257–270. doi:10.1111/1469-5812.00026
  • Liasidou, A. (2012). Inclusive education and critical pedagogy at the intersections of disability, race, gender and class. Journal for Critical Education Policy Studies, 10(1), 168–184.
  • Liasidou, A. (2013). Intersectional understandings of disability and implications for social justice reform agenda in education policy and practice. Disability & Society, 28(3), 299–312. doi:10.1080/09687599.2012.710012
  • Linton, S. (1998). Claiming disability: Knowledge and identity. New York, NY: New York University Press.
  • McLaren, P. (1998). Life in schools: An introduction to critical pedagogy in the foundation of education (3rd ed.). New York: Longman.
  • Meekosha, H., & Shuttleworth, R. (2009). What’s so ‘critical’ about critical disability studies? Australian Journal of Human Rights, 15(1), 47–75. doi:10.1080/1323238X.2009.11910861
  • Mirza, H. (2018). Decolonizing higher education: Black feminism and the intersectionality of race and Gender. Journal of Feminist Scholarship, 7(fall), 1–12.
  • Morris, M., & Bunjun, B. (2006). Using intersectional feminist frameworks in research: A resource for embracing the complexities of women’s lives in the stages of research. Retrieved from http://www.criaw-icref.ca/en/product/using-intersectional
  • Nakayama, T. K. & Krizek R. L. (1995). Whiteness: A strategic rhetoric. Quarterly Journal of Speech, 81, 291–309. doi:10.1080/00335639509384117
  • Oliver, M., & Barnes, C. (2010). Disability studies, disabled people and the struggle for inclusion. British Journal of Sociology of Education, 31(5), 547–560. doi:10.1080/01425692.2010.500088
  • Petersen, A. (2006). An African-american woman with disabilities: The intersection of gender, race and disability. Disability & Society, 21(7), 721–734. doi:10.1080/09687590600995345
  • Pliner, S., & Johnson, J. (2004). Historical, theoretical, and foundational principles of universal instructional design in higher education. Equity & Excellence in Education, 37(2), 105–113. doi:10.1080/10665680490453913
  • Rendon, L. (2009). Sentipensante sensing/thinking pedagogy: Educating for wholeness, social justice and liberation. Sterling, VA: Stylus Publishing.
  • Schalk, S. (2013). Coming to claim crip: Disidentification with/in disability studies. Disability Studies Quarterly, 33(2). Retrieved from http://dsq-sds.org/article/view/3705/3240
  • Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition? International Journal of Inclusive Education, 17(8), 895–907. doi:10.1080/13603116.2011.602534
  • Spivak, G. (1997). Translator’s preface. In J. Derrida (Ed.), Of Grammatology (p. xiv). New York, NY: Routledge.

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.