Asset-based pedagogies, such as culturally relevant/sustaining teaching, are frequently used to improve the educational experiences of students of color and to challenge the white curriculum that has historically informed school practices. Yet asset-based pedagogies have evaded important aspects of students' culture and identity: those related to disability. Sustaining Disabled Youth is the first book to address this deficit. It brings together a collection of work that situates disability as a key aspect of children and youth's cultural identity construction. It explores how disability intersects with other markers of difference to create unique cultural repertoires to be valued, sustained, and utilized for learning. Readers will hear from prominent and emerging scholars and activists in disability studies who engage with the following questions: Can disability be considered an identity and culture in the same ways that race and ethnicity are? How can disability be incorporated to develop and sustain asset-based pedagogies that attend to intersecting forms of marginalization? How can disability serve in inquiries on the use of asset-based pedagogies? Do all disability identities and embodiments merit sustaining? How can disability justice be incorporated into other efforts toward social justice? Book Features: ? Provides critical insights to bring disability in conversation with asset-based pedagogies. ? Highlights contributions of both university scholars and community activists. ? Includes analytical and practical tools for researchers, classroom teachers, and school administrators. ? Offers important recommendations for teacher education programs.
Federico R. Waitoller is an associate professor in the department of special education at the University of Illinois at Chicago and author of Excluded by Choice: Urban Students with Disabilities in the Education Marketplace. In 2023 he received the AERA Special and Inclusive Education SIG Distinguished Researcher Award. Kathleen A. King Thorius is an associate professor in Indiana University's School of Education-IUPUI, executive director of the Great Lakes Equity Center, and co-editor of Ability, Equity, and Culture: Sustaining Inclusive Urban Education Reform.
Contents Series Foreword ?ix Acknowledgments ?xiii Disability and Asset Pedagogies: An Introduction to the Book ?xv Kathleen A. King Thorius and Federico R. Waitoller Part I: CENTERING DISABILITY CULTURE AND IDENTITY IN SCHOOLS AND SOCIETY 1. ? Disabled Lives: Worthiness and Identity in an Ableist Society ?3 Anjali J. Forber-Pratt and Bradley J. Minotti 2. ?Cultivating Positive Racial-Ethnic-Disability Identity: Opportunities in Education for Culturally Sustaining Practices at the Intersection of Race and Disability ?17 Seena M. Skelton 3. ? Smooth and Striated Spaces: Autistic (Ill)legibility as a Deterritorializing Force ?31 Sara M. Acevedo and Robin Rosigno 4. ? Luring the Vygotskyan Imagination: Notes for a New Bridge Between Disability Studies in Education and Asset Pedagogies ?46 Federico R. Waitoller Part II: SUSTAINING DISABILITY IDENTITIES WITHIN PEDAGOGICAL APPROACHES 5. ? Black Deaf Gain: A Guide to Revisioning K-12 Deaf Education ?59 Onudeah D. Nicolarakis, Akilah English, and Gloshanda Lawyer 6. ?Disability Critical Race Theory as Asset Pedagogy ?74 Subini Annamma, David Connor, and Beth Ferri 7. ?Krip-Hop Nation Puts Back the Fourth Element of Hip-Hop: Knowledge with a Political Limp ?86 Leroy F. Moore Jr. and Keith Jones 8. ? Breaking Down Barriers: Hearing from Children to Learn to Teach Inclusively in Bilingual Education ?95 Patricia Martinez-Alvarez and Minhye Son Part III: ON NURTURING TEACHERS AND EDUCATIONAL LEADERS 9. ? Of the Insubstantiality of "Special" Worlds: Curricular Cripistemological Practices as Asset Pedagogy in Teacher Education ?111 Linda Ware, David Mitchell, and Sharon Snyder 10 . ?Mothers of Color of Children with Dis/abilities: Centering Their Children's Assets in Family as Faculty Projects ?126 Cristina Santamaria Graff 11. ? Practicing for Complex Times: The Future of Disability Studies and Teacher Education ?144 Srikala Naraian 12. ? Curriculum Theorizing, Intersectional Consciousness, and Teacher Education for Disability-Inclusive Practices ?156 Mildred Boveda and Brittany Aronson 13. ?Leveraging Asset Pedagogies at Race/Disability Intersections in Equity-Expansive Technical Assistance ?169 Kathleen A. King Thorius Notes ?183 References ?185 About the Editors and the Contributors ?222 Index ?228
"The text is organized into digestible parts and chapters and equips readers with analytical and hands-on tools that can be applied in both academic and classroom settings...Highly recommended. -CHOICE
