Social and dialogic thinking and learning in special education: radical insights from a postcritical ethnography in a special school
"Drawing on a three-year post-critical ethnography, this volume counters deficit-based notions of disability to present a new social and dialogic theory of thinking and learning for students with significant support needs. Dismantling ideas around ableism/disableism, Social and Dialogic Thinkin...
Gespeichert in:
| Hauptverfasser: | , , , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge, Taylor & Francis Group
2022
|
| Schriftenreihe: | Routledge research in special educational needs
|
| Schlagworte: | |
| Zusammenfassung: | "Drawing on a three-year post-critical ethnography, this volume counters deficit-based notions of disability to present a new social and dialogic theory of thinking and learning for students with significant support needs. Dismantling ideas around ableism/disableism, Social and Dialogic Thinking and Learning offers a uniquely theoretical and conceptual contribution to special education and capability research. Illustrating how students exhibit varied practical, social, and creative abilities, possess agency and perform identity, chapters present a challenge to the restrictive ways in which disability is constructed through prescriptive forms of teacher-student interaction and instruction. The text ultimately offers a powerful re-imagining of how educators and researchers can perceive, observe, and respond to students beyond current institutional and cultural norms. This text will benefit researchers, academics, and educators with an interest in inclusion and special educational needs, disability studies, and the theories of learning more broadly. Those specifically interested in educational psychology and the study of severe, profound, and multiple learning difficulties will also benefit from this book. Karen A. Erickson is the David E. & Dolores J. Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Charna D'Ardenne is Assistant Professor at the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Nitasha M. Clark is Research Affiliate with the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University, USA George W. Noblit is Joseph R. Neikirk Distinguished Professor of Sociology of Education Emeritus at the University of North Carolina at Chapel Hill, USA"-- |
| Beschreibung: | xxi, 192 Seiten |
| ISBN: | 9781032007168 9781032007182 |
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| 520 | 3 | |a This text will benefit researchers, academics, and educators with an interest in inclusion and special educational needs, disability studies, and the theories of learning more broadly. Those specifically interested in educational psychology and the study of severe, profound, and multiple learning difficulties will also benefit from this book. Karen A. Erickson is the David E. & Dolores J. Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Charna D'Ardenne is Assistant Professor at the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Nitasha M. Clark is Research Affiliate with the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University, USA George W. Noblit is Joseph R. | |
| 520 | 3 | |a Neikirk Distinguished Professor of Sociology of Education Emeritus at the University of North Carolina at Chapel Hill, USA"-- | |
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| index_date | 2024-07-03T19:51:15Z |
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| isbn | 9781032007168 9781032007182 |
| language | English |
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| physical | xxi, 192 Seiten |
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| spelling | Erickson, Karen A. 19XX- Verfasser (DE-588)1209754460 aut Social and dialogic thinking and learning in special education radical insights from a postcritical ethnography in a special school Karen A. Erickson, Charna D'Ardenne, Nitasha M. Clark, David A. Koppenhaver, and George W. Noblit New York ; London Routledge, Taylor & Francis Group 2022 xxi, 192 Seiten txt rdacontent n rdamedia nc rdacarrier Routledge research in special educational needs "Drawing on a three-year post-critical ethnography, this volume counters deficit-based notions of disability to present a new social and dialogic theory of thinking and learning for students with significant support needs. Dismantling ideas around ableism/disableism, Social and Dialogic Thinking and Learning offers a uniquely theoretical and conceptual contribution to special education and capability research. Illustrating how students exhibit varied practical, social, and creative abilities, possess agency and perform identity, chapters present a challenge to the restrictive ways in which disability is constructed through prescriptive forms of teacher-student interaction and instruction. The text ultimately offers a powerful re-imagining of how educators and researchers can perceive, observe, and respond to students beyond current institutional and cultural norms. This text will benefit researchers, academics, and educators with an interest in inclusion and special educational needs, disability studies, and the theories of learning more broadly. Those specifically interested in educational psychology and the study of severe, profound, and multiple learning difficulties will also benefit from this book. Karen A. Erickson is the David E. & Dolores J. Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Charna D'Ardenne is Assistant Professor at the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Nitasha M. Clark is Research Affiliate with the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University, USA George W. Noblit is Joseph R. Neikirk Distinguished Professor of Sociology of Education Emeritus at the University of North Carolina at Chapel Hill, USA"-- Special education / Political aspects Special education / Social aspects Éducation spéciale / Aspect politique Éducation spéciale / Aspect social D'Ardenne, Charna Verfasser (DE-588)1262106052 aut Clark, Nitasha M. Verfasser (DE-588)1262106222 aut Koppenhaver, David 1956- Verfasser (DE-588)1209754681 aut Noblit, George W. 1948- Verfasser (DE-588)1053267665 aut |
| spellingShingle | Erickson, Karen A. 19XX- D'Ardenne, Charna Clark, Nitasha M. Koppenhaver, David 1956- Noblit, George W. 1948- Social and dialogic thinking and learning in special education radical insights from a postcritical ethnography in a special school |
| title | Social and dialogic thinking and learning in special education radical insights from a postcritical ethnography in a special school |
| title_auth | Social and dialogic thinking and learning in special education radical insights from a postcritical ethnography in a special school |
| title_exact_search | Social and dialogic thinking and learning in special education radical insights from a postcritical ethnography in a special school |
| title_exact_search_txtP | Social and dialogic thinking and learning in special education radical insights from a postcritical ethnography in a special school |
| title_full | Social and dialogic thinking and learning in special education radical insights from a postcritical ethnography in a special school Karen A. Erickson, Charna D'Ardenne, Nitasha M. Clark, David A. Koppenhaver, and George W. Noblit |
| title_fullStr | Social and dialogic thinking and learning in special education radical insights from a postcritical ethnography in a special school Karen A. Erickson, Charna D'Ardenne, Nitasha M. Clark, David A. Koppenhaver, and George W. Noblit |
| title_full_unstemmed | Social and dialogic thinking and learning in special education radical insights from a postcritical ethnography in a special school Karen A. Erickson, Charna D'Ardenne, Nitasha M. Clark, David A. Koppenhaver, and George W. Noblit |
| title_short | Social and dialogic thinking and learning in special education |
| title_sort | social and dialogic thinking and learning in special education radical insights from a postcritical ethnography in a special school |
| title_sub | radical insights from a postcritical ethnography in a special school |
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