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240202 ||| eng |
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|a 9783031492426
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| 100 |
1 |
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|a Migliarini, Valentina
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| 245 |
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|a The Future of Inclusive Education
|h Elektronische Ressource
|b Intersectional Perspectives
|c by Valentina Migliarini, Brent C. Elder
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| 250 |
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|a 1st ed. 2023
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| 260 |
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|a Cham
|b Palgrave Macmillan
|c 2023, 2023
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| 300 |
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|a XXIII, 192 p. 3 illus
|b online resource
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| 505 |
0 |
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|a 1. The Future of Inclusive Education -- 2. Inclusive Education, Borderland Regime, and Resistance in Italy -- 3. Learning from the Global South: What Inclusive Education in Kenya Has to Offer the United States -- 4. DisCrit Contributions to Inclusive Policies and Practices in the United States -- 5. The Experiences of Deaf New Americans Accessing Education in the United States -- 6. Moving Forward: DisCrit-Informed Person-Centered Strategies for Inclusive Education -- 7. Conclusion: Toward Intersectional Inclusive Education
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| 653 |
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|a Social justice
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| 653 |
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|a Education and Disability
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| 653 |
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|a Inclusive Education
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| 653 |
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|a Social Justice
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| 653 |
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|a People with disabilities / Education
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| 653 |
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|a Inclusive education
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| 700 |
1 |
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|a Elder, Brent C.
|e [author]
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 028 |
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|a 10.1007/978-3-031-49242-6
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| 856 |
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|u https://doi.org/10.1007/978-3-031-49242-6?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 371.9046
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| 520 |
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|a This book addresses the tensions of existing theories and practices of inclusive education from an international perspective. Adopting Disability Critical Race Theory in Education (DisCrit) and Critical Disability Studies (CDS), the authors expose how race neutral knowledge characterizes inclusive education and exhorts readers to consider how intersectional perspectives provide more complex and nuanced understandings about ways in which racism and ableism simultaneously circulate as intersecting oppressions in schools and societies and across geographical borders. The authors begin by engaging in a critical analysis of the genesis of inclusive education before exploring how existing policies and practices of inclusive education in the global North evade the collusive nature of oppressions faced by minoritized students with disabilities and are uncritically transferred into the global South. Ultimately, the book encourages readers to reconceptualize inclusive education and move towardsdeveloping and sustaining transformative notions of global justice
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