Who We Are
Who We Are
 
SIG Officers
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DSE SIG Co-Chairs:

Danielle Cowley
University of Northern Iowa, 
319- 273-7210, danielle.cowley@uni.edu

Holly Pearson
Framingham State University  
508-626-4881, hpearson@framingham.edu

 

DSE SIG Program Co-Chairs:

Saili Kulkarni, Ph.D. 
San José State University 

saili.kulkarni@sjsu.edu

Amanda L. Miller, PhD
Wayne State University 
almiller@wayne.edu

 

Secretary/Treasurer:

Phillip A. Boda
The Learning Partnership
paboda@lponline.net

 

Communication Co-chairs:


Katie Newhouse
Teachers College- Columbia University, ksn2117@tc.columbia.edu 
Term Started in April 2018, Term Ends, April 2020 Communication

Keri L. Rodgers
Ball State University, 
klrodgers@bsu.edu 
Term Started in April 2018, Term Ends, April 2020 

SIG Elder/Advisor:
Linda Ware
585-245-5260, ware@geneseo.edu

 
 
DSE Tenets & Approaches
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DSE Tenets
To engage in research, policy, and action that

  • contextualize disability within political and social 
  • privilege the interest, agendas, and voices of people labeled with disability/disabled people
  • promote social justice, equitable and inclusive educational opportunities, and full and meaningful access to all aspects of society for people labeled with disability/disabled people
  • assume competence and reject deficit models of disability

The purpose of Disability Studies in Education is: to provide an organizational vehicle for networking among Disability Studies researchers in education; and to increase the visibility and influence of Disability Studies among all educational researchers.

Approaches to Theory, Research, & Practice in DSE

Examples of approaches to theory and DSE may include:

  • Contrasts medical, scientific, psychological understandings with social and experiential understandings of disability
  • Predominantly focuses on political, social, cultural, historical, social, and individual understandings of disability
  • Supports the education of students labeled with disabilities in non-segregated settings from a civil rights stance.
  • Engages work that discerns the oppressive nature of essentialized/categorical/medicalized naming of disability in schools, policy, institutions, and the law while simultaneously recognizing the political power that may be found in collective and individual activism and pride through group-specific claims to disabled identities and positions
  • Recognizes the embodied/aesthetic experiences of people whose lives/selves are made meaningful as disabled, as well as troubles the school and societal discourses that position such experiences as “othered” to an assumed normate
  • Includes disabled people in theorizing about disability

Examples of approaches to research and DSE may include:

  • Welcomes scholars with disabilities and non-disabled scholars working together
  • Recognizes and privileges the knowledge derived from the lived experience of people with disabilities
  • Whenever possible adheres to an emancipatory stance (for example, working with people with disabilities as informed participants or co-researchers, not “subjects”)
  • Welcomes intradisciplinary approaches to understanding the phenomenon of disability, e.g. with educational foundations, special education, etc.
  • Cultivates interdisciplinary approaches to understanding the phenomenon of disability, e.g. interfacing with multicultural education, the humanities, social sciences, philosophy, cultural studies, etc.
  • Challenges research methodology that objectifies, marginalizes, and oppresses people with disabilities.

Examples of approaches to practice and DSE may include:

  • Disability primarily recognized and valued as natural part of human diversity
  • Disability and inclusive education
  • Disability culture and identity as part of a multicultural curriculum
  • Disability Rights Movement studied as part of the civil rights movement
  • Disability history and culture and the contributions of disabled people as integral to all aspects of the curriculum
  • Supporting disabled students in the development of a positive disability identity

Future Possibilities

While Disability Studies stretches back for almost thirty years, DSE is a relatively new field, not yet a decade old. Bearing this in mind, scholars in DSE have articulated some areas of further potential study. These include:

  • Constructing a new discourse of disability in education that emphasizes disability in its socio-political contexts and that is respectful of disabled people.
  • Connections, overlaps, and dissonance between DSE and special education
  • Tensions, paradoxes, contradictions, and reticence within education toward conceptualizations of diversity that include disability
  • An intersectional approach to understanding disability at the interstices of class, race, ethnicity, gender, sexual orientation, nationality, etc.
  • Explicit and tangible examples of ways in which DSE under girds classroom practices.
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Committees
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Committees 

Communications Committee -- This committee works with the DSE Program SIG co-chairs and co-program chairs to maintain the AERA SIG website as well as various social media sites for that are affiliated with the DSE SIG. Visit our facebook page here

 
 
Structure & Governance
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Bylaws

Article I: Name

The name of the organization is Disability Studies in Education
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