Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/58659

[Dis]Ableing Educational Inequities: A Disability Studies in Education Perspective

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Item Summary

dc.contributor.author Valente, Joseph Michael
dc.contributor.author Collins, Kathleen
dc.date.accessioned 2018-08-08T23:51:23Z
dc.date.available 2018-08-08T23:51:23Z
dc.date.issued 2016
dc.identifier.citation Valente, J. M. & Collins, K. (2016). [Dis]Ableing Educational Inequities: A Disability Studies in Education Perspective. Review of Disability Studies: An International Journal, 12(1).
dc.identifier.issn 1552-9215
dc.identifier.uri http://hdl.handle.net/10125/58659
dc.description.abstract Disability Studies is often viewed as only relevant to those with disabilities. What is forgotten or overlooked is that, at its core, schooling is about defining, locating, measuring, and remediating ability. This essay offers [dis]ableing as a lens for exploring and questioning the ubiquitous ways ability has increasingly become defined and constructed by notions of individualism, competition, and economic productivity. We begin with a description of the key principles borrowed from disability studies in education and apply a [dis]ableing lens to inaugural discussions of Race to the Top federal educational reforms in the United States in order to examine the hidden consequences for all students. This article concludes with new understandings about how educational inequities are perpetuated by the policies and practices that purport to dismantle them.
dc.language.iso eng
dc.publisher University of Hawaii at Manoa -- Center on Disability Studies
dc.relation.ispartofseries vol. 12, no. 1
dc.subject Race to the Top
dc.subject inclusive education
dc.title [Dis]Ableing Educational Inequities: A Disability Studies in Education Perspective
dc.type Research Articles and Essays
dc.type.dcmi Text
Appears in Collections: RDS Volume 12, No. 1


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