RDS Volume 8, No. 3

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    Disability Studies Dissertation Abstracts
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Erlen, Jonathon
    The information for this section of RDS is provided by Jonathon Erlen of the University of Pittsburgh. A full list of disability-related dissertation abstracts may be found at http://www.hsls.pitt.edu/guides/histmed/dissertations/
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    Book Review: Surprised to be Standing: A Spiritual Journey
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Kemp, Janine Bertram
    Title: Surprised to be Standing: A Spiritual Journey Author: Steven E. Brown Reviewer: Janine Bertram Kemp Publisher: Honolulu, HI: Healing Light, 2011 Paper: ISBN: 13: 978-1456521691 Cost: $19.95, 218 pages
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    Book Review: Arts, Culture, and Blindness: A Study of Blind Students in the Visual Arts
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Reid, Katherine
    Title: Arts, Culture, and Blindness: A Study of Blind Students in the Visual Arts Author: Simon Hayhoe Reviewer: Katherine Reid Publisher: New York: Teneo Press, 2008 ISBN: 978-1-934844-07-6 Soft Cover: $30.00, 193 pages
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    Supporting Graduate Students toward “A Pedagogy of Hope”: Resisting and Redefining Traditional Notions of Disability
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Hove, Geert Van ; Schauwer, Elisabeth De ; Mortier, Kathleen ; Claes, Lien ; Munck, Katrien De ; Verstichele, Meggie ; Vandekinderen, Caroline ; Leyman, Karen ; Thienpondt, Leen
    This article describes the process by which faculty at Ghent University enculturate graduate students into a Disability Studies in Education (DSE) perspective within a culture that actively supports segregation of students with disabilities. Our curriculum centers around “a pedagogy of hope”—a way of thinking and working in which problems, solutions, and roles are defined differently from the traditional models of disability. To illustrate this work, we present five key incidents (real-life vignettes) that have occurred within the day-to-day interactions with the students and analyze the significance of these incidents in regard to student growth. We conclude with a discussion of ten basic elements of DSE that are central to research, teaching, and action.
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    “What...[thought] cannot bear to know”: Crippin’ the Limits of “Thinkability”
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Erevelles, Nirmala
    In this essay, I show how disability studies scholarship can challenge normative ways of thinking in higher educational contexts. I call this “crippin’ the limits of thinkability.” To make this argument, I draw on one pedagogical context, the course Multicultural Education for Leadership Personnel, offered to nurse educators enrolled in a doctoral degree in Instructional Leadership offered jointly through the College of Education and the College of Nursing in the university where I teach. In this course, through disability studies scholarship, students came to interrogate their own socialization into authority-based practices intimately tied to the positivist claims of evidence-based research. Thus, in this paper, I use queer theory and crip theory to describe three methods: the study of limits, the study of ignorance, and the study of reading practice (Britzman, 1998) to illustrate how disability studies scholarship enabled students to critically reflect on the knowledge of bodies and the bodies of knowledge manifested in nursing pedagogy and curriculum.
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    Using DSE to ‘Notice, Recognize and Respond’ to Tools of Exclusion and Opportunities for Inclusion in New Zealand
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Morton, Missy
    In this paper, I describe three ways that Disability Studies in Education (DSE) informs our work on curriculum assessment in New Zealand. First, DSE provides a framework for interrogating practices of exclusion in education. Education has a (long) history of being unequally available to all students. Traditionally, in New Zealand as elsewhere, the role of assessment (and expert assessors) has been to decide which students get access to which types of education. Traditional forms of assessment focus on the individual. DSE suggests how this focus on the performance of individual has unintended negative consequences. Second, DSE suggests possibilities for inclusive education. When learning is understood as co-constructed, new approaches to assessment are needed. In this paper I describe a New Zealand project to support teachers to use narrative assessment as an approach that supports teachers to notice, recognise and respond to students’ competences, with a developing understanding of learning as co-constructed. Narrative assessment supports teachers to get to know their students’ interests and strengths and use these to support learning; to build relationships with their students and their students’ families. I conclude by describing how DSE reminds us to be always vigilant to the pull of powerful normatizing discourses.
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    Difference in Policy and Politics: Dialogues in Confidence
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Allan, Julie
    This paper reports on a process of engagement with administrators and Government Ministers in dialogue about diversity that was informed by Disability Studies in Education, a discipline that critiques existing ways of thinking about disability, actively promotes more positive constructions and representations of disabled people’s lives and challenges conventional or traditional notions of normalcy. It took place within a project, initiated by Council of Europe, Policies and practices for socio-cultural diversity and involved the development of a framework of teacher competences for socio-cultural diversity. The paper charts the process of developing the framework and reports the dialogue that took place. The Ministers and administrators were encouraged to view teaching as a dialogue and to recognise teachers’ competence in responding to diversity, following Levinas (1969; 1996), a philosopher who addresses questions of ethics, as a continuing responsibility of teachers to their students.
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    Forum Guest Editors’ Introduction: Disability Studies in Education “At Work”
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Connor, David J. ; Valle, Jan W. ; Hale, Chris
    This introductory article serves as the springboard for a greater discussion of the question: How applicable are the ideas of Disability Studies in Education to educational policy and the practice of teaching? As guest editors of the special forum of RDS, we illustrate how DSE continues to inform educational theory, research, policy, and practice. First, we chronicle the rapid growth of DSE over the past decade. Second, as educators of teachers, we raise three topics to contemplate further for our field: (1) improving the relationship between science and ethics, (2) better connecting knowledge, beliefs, and values to practice, and (3) determining the position of DSE scholars within the field of special education. Third, we briefly highlight the four featured articles from Belgium, New Zealand, Scotland, and the USA that constitute this special forum. Finally, we urge the field of education to be more critical of special education practices and continue to be receptive toward DSE.
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    Editorial: A Note from the Mouse Who Wanted to Be the Farmer’s Wife
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012) Conway, Megan
    This is the editorial from Volume 8, Issue 3.
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    Review of Disability Studies: An International Journal Volume 8 Issue 3
    (University of Hawaii at Manoa -- Center on Disability Studies, 2012)