Creating Alliances Against Exclusivity: A Pathway to Inclusive Educational Reform by Jan Valle, David J Connor, Alicia A. Broderick, Lynne M. Bejoian & Susan Baglieri — 2011Background/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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- Inviting Interdisciplinary Alliances Around Inclusive Educational Reform: Introduction to the Special Issue on Disability Studies in Education
- [Re]claiming “Inclusive Education” Toward Cohesion in Educational Reform: Disability Studies Unravels the Myth of the Normal Child
- [Re]conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence Be Utilized to Achieve Inclusion and Equity for African American Students?
- “Coming Out Crip” in Inclusive Education
- Addressing Racial/Ethnic Disproportionality in Special Education: Case Studies of Suburban School Districts
- Disability Life Writing and the Politics of Knowing
- Smartness as Property: A Critical Exploration of Intersections Between Whiteness and Disability Studies
- Assault on Kids: How Hyper-Accountability, Corporatization, Deficit Ideologies, and Ruby Payne Are Destroying Our Schools
- Education and the Crisis of Public Values: Challenging the Assault on Teachers, Students, and Public Education
- Inclusive Education: Examining Equity on Five Continents
- Yes We Can! Improving Urban Schools Through Innovative Education Reform
- Finding Superman: Debating the Future of Public Education in America
- Curiosity, Conversation, and Patience: Three legacies of Theodore Sizer
- Resistance Is Futile! — Or Is It? Contemplating an End to Our National Obsession with Tests, One Teacher Candidate at a Time
- Tilting at Windmills: School Reform, San Diego, and America's Race to Renew Public Education
- Algebra for All: California’s Eighth-Grade Algebra Initiative as Constrained Curricula
- The Principal's Handbook for Leading Inclusive Schools
- The New Inclusion: Differentiated Strategies to Engage ALL Students
- Condition Critical—Key Principles for Equitable and Inclusive Education
- 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
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
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.