International Perspectives on Teaching with Disability
Efforts to reduce discrimination and increase diversity on campuses, coupled with shrinking budgets causing administrators to devote more resources toward recruiting and retaining students with disabilities, are fuelling an explosion of research in the area of inclusive education. An important focus that has been largely neglected is the place of teachers with disabilities in academe. International Perspectives on Teaching with Disability brings together 25 multidisciplinary scholars with disabilities from Zimbabwe, Canada, the Caribbean, the United Kingdom, Israel, and the United States to share their struggles and successes in teaching with disability.
The 18 chapters are written largely from autoethnographic perspectives grounded in solid academic research but full of anecdotes and self-reflexive narratives that provide insights into the lived experiences of the authors. Woven into the narratives are discussions of the complexities of self-disclosure and self-advocacy; the variedand often problematicways disability is experienced, perceived, and discussed in society and in the classroom; the challenges of navigating academe with disability; the value of disability pedagogy; and the positive student outcomes achieved by teaching through disability, as well as practical applications and lessons learned that will benefit educators, administrators, and students preparing to become teachers.
This book is written to champion the integral place and role of disabled educators in academe. Current educators with disability will be affirmed. Those with disability aspiring to become teachers will be encouraged. Temporarily able-bodied administrators and educators will be challenged. Everyone will be informed. This book will be a welcome addition to reading lists in a wide array of academic fields including: Education, Pedagogy, Disability Studies, Human Resources Management, and Sociology.
Michael S. Jeffress is a lecturer in communication studies at The University of the West Indies in Trinidad and Tobago. He is an active member of the Disability Issues Caucus of the National Communication Association. He has authored one title and edited two others in Routledges Interdisciplinary Disability Studies series.
Interdisciplinary Disability Studies
Series editor: Mark Sherry
The University of Toledo, USA
Disability studies has made great strides in exploring power and the body. This series extends the interdisciplinary dialogue between disability studies and other fields by asking how disability studies can influence a particular field. It will show how a deep engagement with disability studies changes our understanding of the following fields: sociology, literary studies, gender studies, bioethics, social work, law, education, or history. This ground-breaking series identifies both the practical and theoretical implications of such an interdisciplinary dialogue and challenges people in disability studies as well as other disciplinary fields to critically reflect on their professional praxis in terms of theory, practice, and methods.
Pedagogy, Disability and Communication
Applying Disability Studies in the Classroom
Edited by Michael S. Jeffress
Disability and Postsocialism
Teodor Mladenov
A Sociological Approach to Acquired Brain Injury and Identity
Jonathan Harvey
A Feminist Ethnography of Secure Wards for Women with Learning Disabilities
Locked Away
Rebecca Fish
International Perspectives on Teaching with Disability
Overcoming Obstacles and Enriching Lives
Edited by Michael S. Jeffress
For a full list of titles in this series, please visit www.routledge.com/series/ASHSER1401
First published 2018
by Routledge
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2018 selection and editorial matter, Michael S. Jeffress; individual chapters, the contributors
The right of Michael S. Jeffress to be identified as the author of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
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ISBN: 978-1-138-29657-2 (hbk)
ISBN: 978-1-315-09994-1 (ebk)
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Alexander, Gia (M.A., Texas A&M University) is a Ph.D. student and teaching assistant in the Department of English and a technical communication professional in the Harold Vance Department of Petroleum Engineering at Texas A&M University at College Station. She also holds a Graduate Certificate in Book History from Texas Tech University. Her current research interests are book history, digital humanities, and technical communication. She was born legally blind due to bilateral optic nerve hypoplasia and congenital nystagmus.
Attinello, Paul (Ph.D., University of California at Los Angeles) is a senior lecturer at Newcastle University and has taught at the University of Hong Kong and at UCLA. He is completing training as a psychoanalyst at the Jung-Institut in Zrich and is published in a number of journals and collections including Queering the Pitch: The New Lesbian & Gay Musicology. He has written on contemporary musics, music about AIDS, and philosophical and psychological topics, and is co-editor of collections on the Darmstadt avant-garde, the composer Gerhard Stbler, and music in Buffy the Vampire Slayer.
Brown, William J. (Ph.D., University of Southern California) is a professor and research fellow in the Department of Strategic Communication & Journalism at Regent University, as well as the chair of the department and of the doctoral program in communication. He specializes in the study and use of entertainment-education for social change, health communication, and media and social influence. He has conducted academic and professional research in more than 30 nations for the past 25 years.
Castrodale, Mark A. (Ph.D., Western University) is a Disability Studies and Mad Studies scholar. He draws extensively on the field of Geographies of Disability, the works of Foucault, and socio-spatial theorists to unpack institutional oppression and violence experienced by self-identifying disabled and Mad persons. His work has been published in Disability and Society, Disability Studies Quarterly, Qualitative Inquiry