Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
45
result(s) for
"Danforth, Scot"
Sort by:
Disability, Race, and Origin Intersectionality in the Doctoral Program: Ableism in Higher Education
This paper explores the experiences of a doctoral disabled student at a university to examine how ableist structures in graduate programs affect access to higher education and post-degree outcomes. Guided by the DisCrit framework and autoethnography approach, the article illuminates systems and processes that disadvantage graduate disabled students. Through intersectional analyses of disability, race, and origin, the article makes visible manifestations of disability microaggressions and systemic ableism, racism, and xenophobia. It interrogates the perpetuation and normalization of academic transgressions, including exclusionary practices that degrade and oppress graduate disabled students and hinder them from seeking success. Finally, the argument is made in favour of reforms to authenticate disability culture, validate students’ rights to education, decolonize academics from ableism, and create a disability-friendly university environment.
Journal Article
Becoming the Rolling Quads: Disability Politics at the University of California, Berkeley, in the 1960s
Historical analyses of 1960s university campus activism have focused on activities related to the civil rights movement, Free Speech Movement, and opposition to the Vietnam War. This study supplements the historiography of civil disobedience and political activity on college campuses during that tumultuous era with an account of the initiation of the disability rights movement with the Rolling Quads, a group of disabled student activists at the University of California, Berkeley. This small group, with little political experience and limited connections to campus and community activists, organized to combat the paternalistic managerial practices of the university and the California Department of Rehabilitation. Drawing from the philosophy and strategies of the seething political culture of 1969 Berkeley, the Rolling Quads formed an activist cell that expanded within less than a decade into the most influential disability rights organization in the country.
Journal Article
This New Field of Inclusive Education: Beginning a Dialogue on Conceptual Foundations
Numerous scholars have suggested that the standard knowledge base of the field of special education is not a suitable intellectual foundation for the development of research, policy, and practice in the field of inclusive education. Still, we have yet to have a dialogue on what conceptual foundations may be most generative for the growth and development of the field of inclusive education. This article imagines and initiates such a new dialogue among educational researchers and teacher educators about the intellectual resources that can best support inclusive educators everywhere. As inclusive education gets increasingly taken up within international policy discourses, it may be imperative to explore and identify theories and ideas that can be responsive to diverse and hugely unequal contexts of schooling. This article forwards an initial collection of intellectual resources for an inclusive education that can accommodate such complex schooling conditions and invites rich scholarly exchange on this issue.
Journal Article
Use of the Machine Metaphor Within Autism Research
Traditionally, metaphor has been viewed a literary trope standing in opposition to literal forms of writing in the natural and social sciences. In recent decades, however, a multi-disciplinary field of cognitive linguistic research has developed. This research finds metaphor at the heart of both everyday and scientific thinking. Metaphor is understood to be vital to the development of useful theories within the sciences. In this paper, the authors analyze the use of the machine metaphor in recent autism research, allowing for an interrogation of that research in terms of generativity and utility.
Journal Article
Learning From Samuel A. Kirk's 16 Versions of Learning Disability: A Rejoinder to Mather and Morris
[...]he articulated 16 substantively different versions of the learning disability construct. D. Environmental or cultural disadvantage (a lack of proper intellectual stimulation) E. Poor quality of prior instruction in school F. Lack of prior instruction in school (often due to poor attendance) G. Sensory (hearing, vision) or motor impairments H. Mental retardation I. Emotional or behavioral disturbance Components J through N described the comorbidity of learning disability with other childhood disorders. N. Mild mental retardation as disguised or undiagnosed learning disability component O proposed that students with learning disabilities required a special education program consisting primarily of diagnostic–remedial instruction. At the Chicago meeting of neurological scientists, he said that learning disability refers to a retardation, disorder, or delayed development in one or more of the processes of speech, language, reading, spelling, writing, or arithmetic resulting from a possible cerebral dysfunction and/or emotional or behavioral disturbance and not from generalized mental retardation, sensory deprivation, or cultural or instructional factors.
Journal Article
THE ACTUARIAL TURN IN THE SCIENCE OF LEARNING DISABILITIES
In the mid-1970s, Donald Hammill and his colleagues authored three scathing critiques of the two most trusted scientific traditions of learning disability treatment — movement education and psycholinguistic training (Hammill, 1972; Hammill & Larsen, 1974; Hammill, Goodman, & Wiederholt, 1974). These critical reviews of research rejected the older model of clinical science that had served as the foundation of the field of learning disabilities and celebrated an actuarial form of research. Was Hammill actually proclaiming a change in the orientation toward scientific research, a paradigm shift involving philosophical commitments and methodological practices? This article explores the history of both the foundational clinical science and the new actuarial science that rose to prominence in the field of learning disabilities in the 1970s.
Journal Article
Learning to Occupy Yourself: The Substantive Content of Educating for Autonomy
This article begins with John Dewey's initially puzzling suggestion that training students in what he calls the \"occupations\"—the practical labor skills of their society—is essential to their personal freedom. This suggestion may seem strange to modern ears, which tend not to associate occupational training with personal liberation. In the course of this article, however, we argue that the ideas motivating Dewey's comments about occupations are an important feature of what we now call \"educating for autonomy.\" The contemporary debate about autonomy is divided about whether autonomy has normative content. We argue that Dewey's \"occupationalism,\" provides a significant alternative to procedural conceptions of educating for autonomy. Building on these resources, we articulate and defend our own substantive conception of educating for autonomy.
Journal Article
JOHN DEWEY'S CONTRIBUTIONS TO AN EDUCATIONAL PHILOSOPHY OF INTELLECTUAL DISABILITY
Leading researchers describe the field of special education as sharply divided between two different theories of disability. In this article Scot Danforth takes as his project addressing that division from the perspective of a Deweyan philosophy of the education of students with intellectual disabilities. In 1922, John Dewey authored two articles in New Republic that criticized the use of intelligence tests as both undemocratic and impractical in meeting the needs of teachers. Drawing from these two articles and a variety of Dewey’s other works, Danforth puts forward a Deweyan educational theory of intellectual disability. This theory is perhaps encapsulated in Dewey’s observation that “The democratic faith in human equality is belief that every human being, independent of the quantity or range of his personal endowment, has the right to equal opportunity with every other person for development of whatever gifts he has.”1
Journal Article