Interrogating Disability Epistemologies: Towards Collective Dis/Ability Intersectional Emotional, Affective and Spiritual Autoethnographies for Healing

Autor/inn/en	Hernández-Saca, David; Cannon, Mercedes Adell
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01