Acting Toward Social Change
Edited By David J. Connor, Jan W. Valle and Chris Hale
A Note on the Cover Art
As with many academic projects, the concept of this book changed from its inception toward its completion. At the onset, we chose Practicing Disability Studies in Education: Acting Toward Social Change as our working title. It was strong, solid, and simply stated. Those of us who work within a disability studies in education (DSE) framework, grounded in ideals of social justice, seek to change how we “do business” in education. The impetus for this book emerged from a desire to share examples of DSE “at work” for teachers, teacher educators, professors, researchers, and policymakers. Our intent was not to provide a “how-to manual,” but rather to showcase examples that foreground ways in which DSE scholars have moved forward in rethinking education and disability and how a DSE framework (re)shapes practice.
Toward the end of the project, we sought to change the book’s title to Syncopation, Improvisation, and Collaboration: Disability Studies in Education Within Theory, Research, Practice, and Policy. Alas! We were too late, as production had already began. That said, the sentiment of the not-to-be title reflected our experience as book editors–reading and analyzing chapters, providing feedback to our contributors—that, in turn, shaped all contributions to varying degrees. What struck a chord for us, so to speak, is the role that “co-creation” played not only in the writing of this book, but also in the myriad ways DSE scholars have collaborated to rethink, reframe, and reshape the current educational response to disability. Largely...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.