Acting Toward Social Change
Edited By David J. Connor, Jan W. Valle and Chris Hale
Conclusion: All That Jazz: Using Disability Studies in Education to (Re)Envision the Applied Field of (Special) Education
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All That Jazz: Using Disability Studies in Education to (Re)Envision the Applied Field of (Special) Education
JAN W. VALLE, CHRIS HALE, AND DAVID J. CONNOR
We began this volume with a note on the cover art and how we believe work within DSE is very much like jazz. In this concluding chapter, we provide a synthesis of the “work of the ensemble” as represented in the preceding chapters.
As editors, we solicited manuscripts from a range of DSE scholars who could speak to their ongoing work in the areas of theory, research, practice, and policy. As discussed elsewhere, disability studies in education (DSE) grew out of disability studies (DS). In other words, DSE scholars seek to apply the tenets of DS within the context of education. DSE scholars rely upon ideas from the humanities as do DS scholars; however, education is considered an “applied field” (like, for example, social work and nursing) because of its preparation and enculturation of professionals to enter the field and its ongoing “professional development” for those working in the field. It is this professional community that DSE scholars hope to influence in areas such as teacher education, pedagogy, institutional structures, curricula, parent-school relations, and the professional literature.
The Work of the Ensemble
Much like sections of a jazz band, members who subscribe to the ideals of DSE “play” (and write) within the sections of...
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