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Creating Alliances Against Exclusivity: A Pathway to Inclusive Educational Reform


by Jan Valle, David J Connor, Alicia A. Broderick, Lynne M. Bejoian & Susan Baglieri — 2011

Background/Context: Having brought together scholars to consider inclusive education within both their own and others’ disciplines, research perspectives, and agendas, the content of this concluding article reflects on what these contributions say—individually and collectively—about inclusive education. Furthermore, the authors critically consider what all of this says to and means for educational scholarship, schooling, and society at large.

Purpose: The authors foreground ways in which interdisciplinary conversations among critical scholars illustrate how potential alliances can be developed through shared concern about widespread injustices within education systems. First, the writings of scholars featured within this special issue of TCR are analyzed with a particular focus on convergences of ideas and disciplinary-specific interanimations reflected in a variety of fields, including disability studies, critical race studies, queer studies, and feminist studies. Second, the authors pose notions of exclusivity justified by the prevalent rhetoric of neoliberalism as a shared concern. Third, opposing vignettes are offered to illustrate how discourses of neoliberalism and inclusivity are performed in classrooms. The article closes with suggestions for building alliances within institutions of higher education.

Research Design: Analytic essay.

Conclusion: The authors urge the academy to continue the conversation begun in this special issue, with the hope of further cultivating interdisciplinary alliances united in their common desire to work toward equity in education.



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Cite This Article as: Teachers College Record Volume 113 Number 10, 2011, p. 2283-2308
http://www.tcrecord.org ID Number: 16434, Date Accessed: 12/20/2014 12:55:36 PM

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About the Author
  • Jan Valle
    City College of New York
    JAN VALLE is an associate professor in the Department of Teaching, Learning, and Culture at the City College of New York (CUNY). Her research interests include parents and families of children with disabilities, parent and professional collaboration in schools, disability studies in education, and disability and the arts.
  • David Connor
    Hunter College
    E-mail Author
    DAVID J. CONNOR is an associate professor in the School of Education at Hunter College, City University of New York. He also teaches a course in disability studies in education for CUNY's School of Professional Studies and is a faculty member at large of CUNY's Graduate Center doctoral program in urban education. His research interests include disability, learning disabilities, inclusive education, and general issues of social justice.
  • Alicia Broderick
    Teachers College, Columbia University
    ALICIA A. BRODERICK is an assistant professor in the Department of Curriculum and Teaching at Teachers College, Columbia University. Her work is grounded in commitments to pursue inclusive schooling from a collaborative stance informed by disability studies in education (DSE) and other criticalist perspectives. Her research and teaching interests include critical explorations of cultural representations of dis/ability (particularly autism), and the role of DSE in pursuing socially just and inclusive schooling.
  • Lynne Bejoian
    City University of New York
    LYNNE M. BEJOIAN is a committed educator to the full inclusion of and access for all persons with disabilities in all aspects of human endeavors. She is an experienced disability advocate and services professional. Currently, she teaches disability studies in education within the City University of New York. Research areas of interest include women and disability, media representations and disability, inclusive teaching and collaboration, and spirituality and disability.
  • Susan Baglieri
    Long Island University, Brooklyn Campus
    E-mail Author
    SUSAN BAGLIERI is an assistant professor in the School of Education at Long Island University’s Brooklyn Campus in New York City. Her research interests are teacher education, inclusive education, and disability studies.
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