1,488
Views
8
CrossRef citations to date
0
Altmetric
Original Articles

Inclusion gatekeepers: the social production of spatial identities in special education

ORCID Icon
Pages 1032-1047 | Received 30 Jul 2018, Accepted 19 Jun 2019, Published online: 03 Jul 2019

References

  • Annamma, S. A. (2016). Disrupting the carceral state through education journey mapping. International Journal of Qualitative Studies in Education, 29(9), 1210–1230. doi:10.1080/09518398.2016.1214297
  • Armstrong, F. (2003). Spaced out: Policy, difference and the challenge of inclusive education. Dordrecht: Kluwer Academic Publishers.
  • Armstrong, F. (2007). Disability, education, and space: Some critical reflections. In K. N. Guson & C. Symes (Eds.). Spatial theories of education (pp. 105–120). New York: Routledge.
  • Artiles, A. (2003). Special education's changing identity: Paradoxes and dilemmas in views of culture and space. Harvard Educational Review, 73(2), 164–202. doi:10.17763/haer.73.2.j78t573x377j7106
  • Artiles, A., & Kozleski, E. (2007). Beyond convictions: Interrogating culture, history, and power in inclusive education. Language Arts, 84, 351–358.
  • Ashby, C. (2012). Disability studies and inclusive teacher preparation: A socially just path for teacher education. Research and Practice for Persons with Severe Disabilities, 37(2), 89–99. doi:10.2511/027494812802573611
  • Bettini, E., Kimerling, J., Park, Y., & Murphy, K. M. (2015). Responsibilities and instructional time: Relationships identified by teachers in self-contained classes for students with emotional and behavioral disabilities. Preventing School Failure, 59(3), 121–128. doi:10.1080/1045988X.2013.859561
  • Bialka, C. S. (2015). Deconstructing dispositions: Toward a critical ability theory in teacher education. Action in Teacher Education, 37(2), 138–155. doi:10.1080/01626620.2015.1004602
  • Blaisdell, B. (2017). Resisting redlining in the classroom: A collaborative approach to racial spaces analysis. In D. Morrison, S. A. Annamma, & D. D. Jackson (Eds.), Critical race spatial analysis: Mapping to understand and address educational inequity (pp. 109–125). Sterling, VA: Stylus Publishing.
  • Blanchett, W. J., Mumford, V., & Beachum, F. (2005). Urban school failure and disproportionality in a post-Brown era benign neglect of the constitutional rights of students of color. Remedial and Special Education, 26(2), 70–81. doi:10.1177/07419325050260020201
  • Bogdan, R. C., & Biklen, S. K. (2003). Data analysis and interpretation qualitative research for education: An introduction to theory and methods (Vol. 4th). New York: Allyn & Bacon.
  • Bowker, G., & Star, S. L. (1999). Sorting things out: Classification and its consequences. Cambridge, MA: MIT Press.
  • Brantlinger, E., Jimenez, R., Lingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195–207. doi:10.1177/001440290507100205
  • Causton-Theoharis, J. N., Theoharis, G. T., & Trezek, B. J. (2008). Teaching pre-service teachers to design inclusive instruction: A lesson planning template. International Journal of Inclusive Education, 12(4), 381–399. doi:10.1080/13603110601156509
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: SAGE.
  • Charmaz, K. (2008). Grounded Theory in the 21st century: Applications for advancing social justice studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry. Los Angeles: SAGE.
  • Charmaz, K. (2014). Memo-writing. In Constructing grounded theory (pp. 162–191). Thousand Oaks, CA: SAGE.
  • Chouinard, V., Hall, E., & Wilton, R. (2010). Introduction: towards enabling geographies. In V. Chouinard, E. Hall, & Wilton, R. (Eds.), Towards enabling geographies: ‘Disabled’ bodies and minds in society and space (pp. 1–22). New York: Routledge.
  • Comber, B., & Nixon, H. (2008). Spatial literacies, design texts, and emergent pedagogies in purposeful literacy curriculum. Pedagogies: An International Journal, 3(4), 221–240. doi:10.1080/15544800802026637
  • Collins, K. M. (2013). Sociocultural perspectives on disability and positioning. In K. M. Collins (Ed.), Ability profiling and school failure. New York, NY: Routledge.
  • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. doi:10.2307/1229039
  • Dotger, B., & Ashby, C. (2010). Exposing conditional inclusive ideologies through simulated interactions. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 33(2), 114–130. doi:10.1177/0888406409357541
  • Erickson, F. (2004). Demystifying data construction and analysis. Anthropology and Anthropology and Education Quarterly, 35(4), 486–493. doi:10.1525/aeq.2004.35.4.486
  • Erickson, F. (2006). Definition and analysis of data from videotape: Some research procedures and their rationales. In J. Green, G. Camilli, P. Elmore, A. Skukauskaite, & E. Grace (Eds.), Handbook of complementary methods in education research (pp. 177–191). Mahwah, New Jersey: Lawrence Erlbaum.
  • Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. (2nd ed.). Chicago, IL: The University of Chicago Press.
  • Gibbs, G. R. (2008). Analyzing qualitative data. Thousand Oaks, CA: Sage Publications Inc.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
  • Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). A practice theory of self and identity. In Identity and agency in cultural worlds (pp. 19–46). Cambridge, MA: Harvard University Press.
  • Holland, D., & Lave, J. (2007). History in person: An introduction. In D. W. Schwartz (Ed.), History in person. Sante Fe, NM: School of American Research Advanced Seminar Series.
  • Honeyford, M. A., & Zanden, S. V. (2013). Bending boundaries: A critical spatial analysis of students' texts and identity work. Critical Literacy: Theories & Practices, 7(1), 17–32.
  • Leander, K. M. (2004). ‘They took out the wrong context:’ Uses of time-space in the practice of positioning. ETHOS, 32(2), 188–213. doi:10.1525/eth.2004.32.2.188
  • Leander, K. M. (2002). Polycontextual construction zones: Mapping the expansion of schooled space and identity. Mind, Culture, and Activity, 9(3), 211–237. doi:10.1207/S15327884MCA0903_04
  • Lee, C. J. (2011). Myths about critical literacy: What teachers need to unlearn. Journal of Language and Literacy Education, 7(1), 96–102.
  • Leonardo, Z., & Broderick, A. A. (2011). Smartness as property: A critical exploration of intersections between whiteness and disability studies. Teachers College Record, 113(10), 2206–2232.
  • Madison, S. (2012). Critical ethnography: Method, ethics, and performance. Los Angeles, CA: SAGE Publications.
  • Naraian, S. (2017). Teaching for inclusion. New York, NY: Teachers College Press.
  • Naraian, S., & Oyler, C. (2014). Professional development for special education reform: Rearticulating the experiences of. Urban Educators. Urban Education, 49(5), 499–527. doi:10.1177/0042085913478623
  • Oyler, C. (2011). Teacher preparation for inclusive and critical (special) education. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(3), 201–218. doi:10.1177/0888406411406745
  • Ravitch, S. M., & Riggan, M. (2012). Conceptual frameworks and the analysis of data. In Reason & rigor: How conceptual frameworks guide research (pp. 81–106). Los Angeles, CA: SAGE.
  • Schlessinger, S. L. (2018). Reclaiming teacher intellectualism through and for inclusive education. International Journal of Inclusive Education, 22(3), 268–284. doi:10.1080/13603116.2017.1362598
  • Seidman, I. (2006). Interviewing as qualitative research. New York, NY: Teachers College Press.
  • Sibley, D. (1995). Geographies of exclusion: Society and difference in the West. London: Routledge.
  • Soja, E. (2010). Seeking spatial justice. Minneapolis, MN: University of Minnesota Press.
  • Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Oxford: Blackwell.
  • Strauss, A. L. (1987). Qualitative analysis for social scientists. New York, NY: Cambridge University Press.
  • Street, B. V. (2014). Social literacies: Critical approaches to literacy in development, ethnography and education. New York: Routledge.
  • Thomson, P. (2007). Working the in/visible geographies of school exclusion. In: K. N. Guson & C. Symes (Eds.), Spatial theories of education (pp. 105–120). New York: Routledge.
  • Thorius, K. A. (2016). Stimulating tensions in special education teachers' figured world: an approach toward inclusive education. International Journal of Inclusive Education, 20(12), 1326–1343. doi:10.1080/13603116.2016.1168877
  • Tochon, F. V. (2007). From video cases to video pedagogy: A framework for video feedback and reflection in pedagogical research praxis. In R. Goldman, R. Pea, B. Barron, & S.J. Derry (Eds.), Video Research in the Learning Sciences (pp. 53–65). Mahwah, NJ: Routledge.
  • Waitoller, F. R., & Annamma, S. A. (2017). Taking a spatial turn in inclusive education. In M. T. Hughes & E. Talbott (Eds.), The Wiley Handbook of Diversity in Special Education (pp. 23–44). Malden, MA: John Wiley & Sons.
  • Waitoller, F. R., & Artiles, A. J. (2013). A decade of professional development research for inclusive education: A critical review and notes for a research program. Review of Educational Research, 83(3), 319–356. doi:10.3102/0034654313483905
  • Waitoller, F. R., & Artiles, A. J. (2016). Teacher learning as curating: Becoming inclusive educators in school/university partnerships. Teaching and Teacher Education, 59, 360–371. doi:10.1016/j.tate.2016.07.007
  • Waitoller, F. R., & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 35–45. doi:10.1016/j.tate.2012.11.006
  • Ware, L. (2006). Urban educators, disability studies and education: excavations in schools and society. International Journal of Inclusive Education, 10(2–3), 149–168. doi:10.1080/13603110500256111
  • Young, K. S. (2011). Institutional separation in schools of education: Understanding the functions of space in general and special education teacher preparation. Teaching and Teacher Education, 27(2), 483–493. doi:10.1016/j.tate.2010.10.001

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.