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- W4206336892 abstract "The purpose of this chapter is to connect critical literacy studies (CLS) and critical dis/Ability studies in education (CDSE) in order to promote a productive cross-fertilization between these important areas of study. This cross-fertilization is vital, given that these two bodies of work have not been systematically connected before. Although each is grounded in critical theory and pedagogy and explores the sociocultural construction of literacy and dis/Ability, I articulate a broader, complementary understanding of CLS and CDSE. To highlight this potential for cross-fertilization of CDSE and CLS to strengthen the study of dis/Ability in education, I focus on discourses about high-incidence dis/Abilities such as specific Learning Disabilities in special education and it’s need for ideological critique. Ideological critique is indispensable given the academic, social, and emotional impacts that high-incidence special education disability labels have on students’ sense of self, and in particular, Black, Indigenous and People of Color and youth. After articulating an overview of important terms, a critical review of the literature of CLS and CDSE, and critiquing both such literatures, the chapter ends with recommendations for future theory, research and critical emotion praxis to outline Critical Dis/Ability Literacy Studies against global racist and ableist hegemony in K-16 education." @default.
- W4206336892 created "2022-01-25" @default.
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- W4206336892 date "2021-07-22" @default.
- W4206336892 modified "2023-09-29" @default.
- W4206336892 title "Connecting Critical Literacy and Dis/Ability Studies" @default.
- W4206336892 doi "https://doi.org/10.4324/9781003023425-41" @default.
- W4206336892 hasPublicationYear "2021" @default.
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