Transformative Anti-Ableist Pedagogy for Social Justice
Charting a Critical Agenda for Inclusive Education
DOI:
https://doi.org/10.7146/ocps.v21i1.118234Keywords:
Vygotsky, defectology, Transformative Activist Stance, disability, Critical Disability Studies, inclusive transformative pedagogyAbstract
Higher education institutions are legally bound to provide equal educational opportunities for diverse learners, traditionally materialized as individualized accommodations. This paper contends that despite the growing interest and scholarship in implementing more inclusive pedagogy enabling access to education for all students (e.g. Universal Design for Learning), those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classrooms. I argue, that in order to develop a truly inclusive, equitable, socially just and transformative pedagogy and teaching practices, we need a theory that posits disability in the context of learning and development, the theory that integrates disability into human development in a manner that overcomes dichotomized and reductionist perspectives of disability and individualistic notions of learning. Drawing on my research on teaching and institutional practices for a student diagnosed with autism, analyzed through the lens of Critical Disability Studies in conjunction with Vygotsky’s theory of defectology and recent advances in cultural-historical activity theory, especially the Transformative Activist Stance (Stetsenko, 2016), this paper offers steps toward integrating these approaches into a transformative pedagogy framework for inclusive, equitable, and anti-ableist pedagogy for all learners.
References
A Harvard Educational Review forum with, Alim, H. S., Baglieri, S., Ladson-Billings, G., Paris, D., Rose, D. H., & Valente, J. M. (2017). Responding to “cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability”. Harvard Educational Review, 87(1), 4-25.
Anderson, R. C. (2006). Teaching (with) disability: Pedagogies of lived experience. The Review of Education, Pedagogy, and Cultural Studies, 28(3-4), 367-379.
Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1-31.
Annamma, S. A., Ferri, B. & Connor, D., (2018). Disability critical race Theory: Exploring the Intersectional lineage, emergence, and potential futures of DisCrit in Education. Review of Research in Education, 42, 46-71.
Armstrong, T. (2011). The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain (published in hardcover as Neurodiversity). Da Capo Lifelong Books.
Armstrong, T. (2012). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. ASCD.
Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: a review of the literature. European journal of special needs education, 17(2), 129-147.
Broderick A. & Ne'eman A. (2008). Autism as metaphor: narrative and counter-narrative. International Journal of Inclusive Education, 12 (5-6), 459-476.
Broderick, A., & Lalvani, P. (2017). Dysconscious ableism: toward a liberatory praxis in teacher education. International Journal of Inclusive Education, 894-90
Buffington-Adams, J., & Vaughan, K. P. (2019). The Curriculum of Disability Studies: Multiple Perspectives on Dis/ability. Introduction: An invitation to complicated conversations. Journal of Curriculum Theorizing, 34(1).
Burgstahler, S. E., & Cory, R. C. (Eds.). (2010). Universal design in higher education: From principles to practice. Harvard Education Press.
Burgstahler, S., Burgstahler, S., Cory, R. (2008). Universal design in higher education: From principles to practice. Harvard Education Press.
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Coffield, F, Moseley, D, Hall, E & Ecclestone, K. (2004 a). Should we be using learning styles?: What research has to say to practice, LSRC reference, Learning & Skills Research Centre, London.
Coffield, F.; Moseley, D.; Hall, E.; Ecclestone, K. (2004 b). Learning styles and pedagogy in post-16 learning. A systematic and critical review. London: Learning and Skills Research Centre.
Connor, J. D., Ferri, B., & Annamma, S. A. (2016). DisCrit: Disability studies and critical race theory in education. Teachers College Press.
Curry, L. (1983) An organisation of learning styles theory and construct. ERIC document no. ED 235 185.
Dolmage, J. T. (2017). Academic ableism: Disability and higher education. University of Michigan Press.
Doyle, W., & Rutherford, B. (1984). Classroom Research on Matching Learning and Teaching Styles. Theory Into Practice, 23(1), 20-25.
Dunn, R. S., & Dunn, K. J. (1975). Educator's self-teaching guide to individualizing instructional programs. Parker Publishing Company.
Erevelles, N. (2000). Educating unruly bodies: Critical pedagogy, disability studies, and the politics of schooling. Educational theory, 50(1), 25-47.
Erevelles, N. (2005). Rewriting critical pedagogy from the periphery: Materiality, disability and the politics of schooling. In S. Gabel (Ed.). Disability studies in education: Readings in theory and method (Vol. 3). Peter Lang, p 65-83.
Erevelles, N. (2011). Disability and difference in global contexts: Enabling a transformative body politic. Springer.
Fleming, N.D. (1995), I’m different; not dumb. Modes of presentation (VARK) in the tertiary classroom, in Zelmer, A., (Ed.) Research and Development in Higher Education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA, Volume 18, pp. 308 – 313
Gabel, S. & Connor, D. (2014). Disability and Teaching. New York, NY: Routledge.
Gibson, S. (2015). When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities. International Journal of Inclusive Education, 19(8), 875-886.
Goodley, D. (2007). Towards socially just pedagogies: Deleuzoguattarian critical disability studies. International journal of inclusive education, 11(3), 317-334.
Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19.
Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72(1), 1-32.
Kieron, S. (2013). Conceptualising Inclusive Pedagogies: Evidence from International Research and the Challenge of Autistic Spectrum. Transylvanian Journal Of Psychology, 52-65.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ: Pearson Education.
Krell, M., & Pérusse, R. (2012). Providing college readiness counseling for students with autism spectrum disorders: A Delphi study to guide school counselors. Professional School Counseling, 16(1), 29-39. doi:10.5330/PSC.n.2012-16.29
Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32 (3), 465-491.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74-84,135.
Leyser, Y., & Greenberger, L. (2008). College students with disabilities in teacher education: Faculty attitudes and practices. European Journal of Special Needs Education, 23(3), 237-251.
Liasidou, A. (2012). Inclusive education and critical pedagogy at the intersections of disability, race, gender and class. Journal for Critical Education Policy Studies (JCEPS), 10(1).
Liasidou, A. (2014). Critical disability studies and socially just change in higher education. British journal of special education, 41(2), 120-135.
Love, T. S., Kreiser, N., Camargo, E., Grubbs, M. E., Kim, E. J., Burge, P. L., & Culver, S. M. (2014). STEM Faculty experiences with students with disabilities at a Land Grant Institution. Journal of Education and Training Studies, 3(1), 27-38.
Martin, J., & McLellan, A.M. (2008). The educational psychology of self-regulation: A conceptual and critical analysis. Studies of Philosophy and Education, 27, 433-448.
McCarthy, T. L., & Lee, T. S. (2014). Critical culturally Sustaining/Revitalizing pedagogy and indigenous education sovereignty. Harvard Educational Review, 84(1), 101-124,135-136.
McCarthy, T.L; Lynch, R.L., Wallace, S. & Benalty, A. (1991). Classroom Enquiry and Navajo Learning Styles: a Call for Reassessment. Anthropology and Education Quarterly, 22, 42-59.
McDermott, R.P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin and J. Lave (Eds.), Understanding practice: Perspectives on activity and context. Cambridge, UK: Cambridge University Press.
McGuire, J. M. (2014). Universally Accessible Instruction: Oxymoron or Opportunity? Journal of Postsecondary Education and Disability, 27 (4), 387-398.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31 (2), 132-141.
Mumford, A., & Honey, P. (1992). The Manual of Learning Styles. Maindenhead: Peter Honey.
Nocella, I. J. (2009). Disabling Dis-ability: Re-Building Inclusive Into Social Justice. Theory In Action, 2(1), 140-157. doi:10.3798/tia.1937-0237.08033
Orr, A.C., & Bachman Hamming, S. (2009). Inclusive postsecondary strategies for teaching students with learning disabilities: A review of the literature. Learning Disability Quarterly, 32, 181-196.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational researcher, 41(3), 93-97.
Paris, D., & Alim, H. S. (2014). What Are We Seeking to Sustain through Culturally Sustaining Pedagogy? A Loving Critique Forward. Harvard Educational Review, 84(1), 85-100.
Paris, D., & Alim, H. S. (2017). Culturally Sustaining Pedagogies: Teaching and learning for justice in a changing world. New York: Teachers College Press.
Pashler, H.; McDaniel, M.; Rohrer, D.; Bjork, R. (2008) Learning Styles. Concepts and evidence. Psychological Science in the Public Interest. 9 (3), 106-119.
Paul, Stanley. "Students with disabilities in higher education: A review of the literature." College Student Journal 34, no. 2 (2000): 200-211.
Podlucká, D. (2013). Dis/Abling a learner diagnosed with autism: the dialectics of learning and development in higher education. Ann Arbor, MI: ProQuest.
Podlucká, D. (2014). Transformative Activist Stance as a Basis for Expanding Educational Goals for Students Diagnosed with Disability. Paper presented at the Annual Meeting of New England Philosophy of Education Society (NEPES): New Britain, CT.
Promis, D., Erevelles, N., & Matthews, J. (2001). Reconceptualizing inclusion: The politics of university sports and recreation programs for students with mobility impairments. Sociology of sport journal, 18(1), 37-50.
Rao, S. (2004). Faculty attitudes and students with disabilities in higher education: A literature review. College Student Journal, 38(2), 191-199.
Ravet, J. (2013). Delving deeper into the black box: formative assessment, inclusion and learners on the autism spectrum. International Journal Of Inclusive Education, 17(9), 948-964. doi:10.1080/13603116.2012.719552
Reynolds, M. (1997). Learning styles: A critique. Management Learning, 28(2), 115–133. https://doi-org.rpa.laguardia.edu/10.1177/1350507697282002
Roberts, K. D. (2010). Topic Areas to Consider when Planning Transition from High School to Postsecondary Education for Students with Autism Spectrum Disorders. Focus On Autism And Other Developmental Disabilities, 25(3), 158-162.
Robertson, C. (2001). Autonomy and identity: the need for new dialogues in education and welfare. Support for Learning, 16 (3), 122-127.
Ruble, T., & Stout, D. (1993). Learning Styles and End-User Training: An Unwarranted Leap of Faith. MIS Quarterly, 17(1), 115-118. doi:10.2307/249512
Slee, R. (2001). Social justice and the changing directions in educational research: The case of inclusive education. International journal of inclusive education, 5(2-3), 167-177.
Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. Routledge.
Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition?. International Journal of Inclusive Education, 17(8), 895-907.
Stetsenko, A. (2008). From relational ontology to transformative activist stance: Expanding Vygotsky’s (CHAT) project. Cultural Studies of Science Education, 3 (2), 471–491.
Stetsenko, A. (2014). Transformative activist stance for education: Inventing the future in moving beyond the status quo. In T. Corcoran (Ed.), Psychology in Education: Critical Theory Practice (pp. 181-198). Rotterdam, The Netherlands: Sense Publishers.
Stetsenko, A. (2016). The Transformative Mind: Expanding Vygotsky’s Perspective on Development and Education. New York, NY: Cambridge University Press.
Stetsenko, A. (2017). Putting the radical notion of equality in the service of disrupting inequality in education: Research findings and conceptual advances on the infinity of human potential. Review of Research in Education, 41(1), 112-135.
Vogel, S. A., Leyser, Y., Wyland, S., & Brulle, A. (1999). Students with learning disabilities in higher education: Faculty attitude and practices. Learning Disabilities Research & Practice, 14(3), 173-186.
Waitoller, F. R., & Thorius, K. K. (2016). Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability. Harvard Educational Review, 86(3), 366-389.
Williams, L. B. (2016). Student Life on the Autism Spectrum: Helping to Build a More Inclusive Campus. Change: The Magazine Of Higher Learning, 48(4), 48-54.
Anderson, R. C. (2006). Teaching (with) disability: Pedagogies of lived experience. The Review of Education, Pedagogy, and Cultural Studies, 28(3-4), 367-379.
Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1-31.
Annamma, S. A., Ferri, B. & Connor, D., (2018). Disability critical race Theory: Exploring the Intersectional lineage, emergence, and potential futures of DisCrit in Education. Review of Research in Education, 42, 46-71.
Armstrong, T. (2011). The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain (published in hardcover as Neurodiversity). Da Capo Lifelong Books.
Armstrong, T. (2012). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. ASCD.
Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: a review of the literature. European journal of special needs education, 17(2), 129-147.
Broderick A. & Ne'eman A. (2008). Autism as metaphor: narrative and counter-narrative. International Journal of Inclusive Education, 12 (5-6), 459-476.
Broderick, A., & Lalvani, P. (2017). Dysconscious ableism: toward a liberatory praxis in teacher education. International Journal of Inclusive Education, 894-90
Buffington-Adams, J., & Vaughan, K. P. (2019). The Curriculum of Disability Studies: Multiple Perspectives on Dis/ability. Introduction: An invitation to complicated conversations. Journal of Curriculum Theorizing, 34(1).
Burgstahler, S. E., & Cory, R. C. (Eds.). (2010). Universal design in higher education: From principles to practice. Harvard Education Press.
Burgstahler, S., Burgstahler, S., Cory, R. (2008). Universal design in higher education: From principles to practice. Harvard Education Press.
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Coffield, F, Moseley, D, Hall, E & Ecclestone, K. (2004 a). Should we be using learning styles?: What research has to say to practice, LSRC reference, Learning & Skills Research Centre, London.
Coffield, F.; Moseley, D.; Hall, E.; Ecclestone, K. (2004 b). Learning styles and pedagogy in post-16 learning. A systematic and critical review. London: Learning and Skills Research Centre.
Connor, J. D., Ferri, B., & Annamma, S. A. (2016). DisCrit: Disability studies and critical race theory in education. Teachers College Press.
Curry, L. (1983) An organisation of learning styles theory and construct. ERIC document no. ED 235 185.
Dolmage, J. T. (2017). Academic ableism: Disability and higher education. University of Michigan Press.
Doyle, W., & Rutherford, B. (1984). Classroom Research on Matching Learning and Teaching Styles. Theory Into Practice, 23(1), 20-25.
Dunn, R. S., & Dunn, K. J. (1975). Educator's self-teaching guide to individualizing instructional programs. Parker Publishing Company.
Erevelles, N. (2000). Educating unruly bodies: Critical pedagogy, disability studies, and the politics of schooling. Educational theory, 50(1), 25-47.
Erevelles, N. (2005). Rewriting critical pedagogy from the periphery: Materiality, disability and the politics of schooling. In S. Gabel (Ed.). Disability studies in education: Readings in theory and method (Vol. 3). Peter Lang, p 65-83.
Erevelles, N. (2011). Disability and difference in global contexts: Enabling a transformative body politic. Springer.
Fleming, N.D. (1995), I’m different; not dumb. Modes of presentation (VARK) in the tertiary classroom, in Zelmer, A., (Ed.) Research and Development in Higher Education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA, Volume 18, pp. 308 – 313
Gabel, S. & Connor, D. (2014). Disability and Teaching. New York, NY: Routledge.
Gibson, S. (2015). When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities. International Journal of Inclusive Education, 19(8), 875-886.
Goodley, D. (2007). Towards socially just pedagogies: Deleuzoguattarian critical disability studies. International journal of inclusive education, 11(3), 317-334.
Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19.
Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72(1), 1-32.
Kieron, S. (2013). Conceptualising Inclusive Pedagogies: Evidence from International Research and the Challenge of Autistic Spectrum. Transylvanian Journal Of Psychology, 52-65.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ: Pearson Education.
Krell, M., & Pérusse, R. (2012). Providing college readiness counseling for students with autism spectrum disorders: A Delphi study to guide school counselors. Professional School Counseling, 16(1), 29-39. doi:10.5330/PSC.n.2012-16.29
Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32 (3), 465-491.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74-84,135.
Leyser, Y., & Greenberger, L. (2008). College students with disabilities in teacher education: Faculty attitudes and practices. European Journal of Special Needs Education, 23(3), 237-251.
Liasidou, A. (2012). Inclusive education and critical pedagogy at the intersections of disability, race, gender and class. Journal for Critical Education Policy Studies (JCEPS), 10(1).
Liasidou, A. (2014). Critical disability studies and socially just change in higher education. British journal of special education, 41(2), 120-135.
Love, T. S., Kreiser, N., Camargo, E., Grubbs, M. E., Kim, E. J., Burge, P. L., & Culver, S. M. (2014). STEM Faculty experiences with students with disabilities at a Land Grant Institution. Journal of Education and Training Studies, 3(1), 27-38.
Martin, J., & McLellan, A.M. (2008). The educational psychology of self-regulation: A conceptual and critical analysis. Studies of Philosophy and Education, 27, 433-448.
McCarthy, T. L., & Lee, T. S. (2014). Critical culturally Sustaining/Revitalizing pedagogy and indigenous education sovereignty. Harvard Educational Review, 84(1), 101-124,135-136.
McCarthy, T.L; Lynch, R.L., Wallace, S. & Benalty, A. (1991). Classroom Enquiry and Navajo Learning Styles: a Call for Reassessment. Anthropology and Education Quarterly, 22, 42-59.
McDermott, R.P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin and J. Lave (Eds.), Understanding practice: Perspectives on activity and context. Cambridge, UK: Cambridge University Press.
McGuire, J. M. (2014). Universally Accessible Instruction: Oxymoron or Opportunity? Journal of Postsecondary Education and Disability, 27 (4), 387-398.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31 (2), 132-141.
Mumford, A., & Honey, P. (1992). The Manual of Learning Styles. Maindenhead: Peter Honey.
Nocella, I. J. (2009). Disabling Dis-ability: Re-Building Inclusive Into Social Justice. Theory In Action, 2(1), 140-157. doi:10.3798/tia.1937-0237.08033
Orr, A.C., & Bachman Hamming, S. (2009). Inclusive postsecondary strategies for teaching students with learning disabilities: A review of the literature. Learning Disability Quarterly, 32, 181-196.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational researcher, 41(3), 93-97.
Paris, D., & Alim, H. S. (2014). What Are We Seeking to Sustain through Culturally Sustaining Pedagogy? A Loving Critique Forward. Harvard Educational Review, 84(1), 85-100.
Paris, D., & Alim, H. S. (2017). Culturally Sustaining Pedagogies: Teaching and learning for justice in a changing world. New York: Teachers College Press.
Pashler, H.; McDaniel, M.; Rohrer, D.; Bjork, R. (2008) Learning Styles. Concepts and evidence. Psychological Science in the Public Interest. 9 (3), 106-119.
Paul, Stanley. "Students with disabilities in higher education: A review of the literature." College Student Journal 34, no. 2 (2000): 200-211.
Podlucká, D. (2013). Dis/Abling a learner diagnosed with autism: the dialectics of learning and development in higher education. Ann Arbor, MI: ProQuest.
Podlucká, D. (2014). Transformative Activist Stance as a Basis for Expanding Educational Goals for Students Diagnosed with Disability. Paper presented at the Annual Meeting of New England Philosophy of Education Society (NEPES): New Britain, CT.
Promis, D., Erevelles, N., & Matthews, J. (2001). Reconceptualizing inclusion: The politics of university sports and recreation programs for students with mobility impairments. Sociology of sport journal, 18(1), 37-50.
Rao, S. (2004). Faculty attitudes and students with disabilities in higher education: A literature review. College Student Journal, 38(2), 191-199.
Ravet, J. (2013). Delving deeper into the black box: formative assessment, inclusion and learners on the autism spectrum. International Journal Of Inclusive Education, 17(9), 948-964. doi:10.1080/13603116.2012.719552
Reynolds, M. (1997). Learning styles: A critique. Management Learning, 28(2), 115–133. https://doi-org.rpa.laguardia.edu/10.1177/1350507697282002
Roberts, K. D. (2010). Topic Areas to Consider when Planning Transition from High School to Postsecondary Education for Students with Autism Spectrum Disorders. Focus On Autism And Other Developmental Disabilities, 25(3), 158-162.
Robertson, C. (2001). Autonomy and identity: the need for new dialogues in education and welfare. Support for Learning, 16 (3), 122-127.
Ruble, T., & Stout, D. (1993). Learning Styles and End-User Training: An Unwarranted Leap of Faith. MIS Quarterly, 17(1), 115-118. doi:10.2307/249512
Slee, R. (2001). Social justice and the changing directions in educational research: The case of inclusive education. International journal of inclusive education, 5(2-3), 167-177.
Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. Routledge.
Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition?. International Journal of Inclusive Education, 17(8), 895-907.
Stetsenko, A. (2008). From relational ontology to transformative activist stance: Expanding Vygotsky’s (CHAT) project. Cultural Studies of Science Education, 3 (2), 471–491.
Stetsenko, A. (2014). Transformative activist stance for education: Inventing the future in moving beyond the status quo. In T. Corcoran (Ed.), Psychology in Education: Critical Theory Practice (pp. 181-198). Rotterdam, The Netherlands: Sense Publishers.
Stetsenko, A. (2016). The Transformative Mind: Expanding Vygotsky’s Perspective on Development and Education. New York, NY: Cambridge University Press.
Stetsenko, A. (2017). Putting the radical notion of equality in the service of disrupting inequality in education: Research findings and conceptual advances on the infinity of human potential. Review of Research in Education, 41(1), 112-135.
Vogel, S. A., Leyser, Y., Wyland, S., & Brulle, A. (1999). Students with learning disabilities in higher education: Faculty attitude and practices. Learning Disabilities Research & Practice, 14(3), 173-186.
Waitoller, F. R., & Thorius, K. K. (2016). Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability. Harvard Educational Review, 86(3), 366-389.
Williams, L. B. (2016). Student Life on the Autism Spectrum: Helping to Build a More Inclusive Campus. Change: The Magazine Of Higher Learning, 48(4), 48-54.
Downloads
Published
2020-04-23
How to Cite
Podlucká, D. (2020). Transformative Anti-Ableist Pedagogy for Social Justice: Charting a Critical Agenda for Inclusive Education. Outlines. Critical Practice Studies, 21(1), 69–97. https://doi.org/10.7146/ocps.v21i1.118234
Issue
Section
Articles
License
From issue no. 1 2022 and onward, the journal uses the CC Attribution-NonCommercial- Share Alike 4.0 license (https://creativecommons.org/licenses/by-nc-sa/4.0/) The authors retain the copyright to their articles.
The articles published in the previous 37 issues (From Vol. 1, no. 1, 1999 to Vol. 22, No. 1, 2021, are published according to Danish Copyright legislation. This implies that readers can download, read, and link to the articles, but they cannot republish these articles. The journal retain the copyright of these articles. Authors can upload them in their institutional repositories as a part of a green open access policy.
