Literaturnachweis - Detailanzeige
Autor/inn/en | Hernández-Saca, David; Cannon, Mercedes Adell |
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Titel | Interrogating Disability Epistemologies: Towards Collective Dis/Ability Intersectional Emotional, Affective and Spiritual Autoethnographies for Healing |
Quelle | In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 3, S.243-262 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hernández-Saca, David) ORCID (Cannon, Mercedes Adell) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-8398 |
DOI | 10.1080/09518398.2019.1576944 |
Schlagwörter | Special Education; Students with Disabilities; Labeling (of Persons); Critical Theory; Race; Learning Disabilities; Speech Impairments; Language Impairments; Minority Group Students; African American Students; Racial Bias; Social Bias; Attitudes toward Disabilities; Emotional Response; Religion; Affective Behavior; Power Structure; Disproportionate Representation; Identification (Psychology); Females; Feminism; Hispanic American Students Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Labeling-Ansatz; Kritische Theorie; Rasse; Abstammung; Learning handicap; Lernbehinderung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; African Americans; Afroamerikaner; Racial discrimination; Rassismus; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Weibliches Geschlecht; Feminismus; Hispanic; Hispanic Americans; Hispanoamerikaner |
Abstract | Special education labeling ignores historical, emotional, spiritual, sociocultural effects of labeling Black and Brown students with disabilities. Utilizing critical disability studies, critical race theory and spiritual paradigm, we interrogate construction and expression of differences of Learning Disability and Speech and Language Impairment. We asked: "How does being labeled with a special education disability category, as Black and Brown people impact emotional, affective, and spiritual development in and around schools?" Reminded about our disability labels relationship to (re)production of racism and ableism, our counter-narratives deconstruct the normativity of racism and ableism in and around schools. Our findings illuminated how emotion, affect and spirituality played a role in our intersectional oppressions and non-normative construction of our differences. We call for collective emotional, affective and spiritual autoethnographies for change at the nexus of special education labeling and intersectionalities. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |