In an effort to solicit additional proposals from Europe, Asia, and South America, the editors of the International Handbook of Disability Studies in Education have extended the deadline to December 30, 2005. Please see the following. Susan Gabel, PhD
Call for Proposals
for
International Handbook of Disability Studies in Education, Volume I
Editors
Susan L. Gabel, PhD, National-Louis University, United States
Scot Danforth, PhD, Ohio State University, United States
Julie Allan, PhD, University of Stirling, United Kingdom
Anita Ghai, PhD, Jesus and Mary College, India
Susan Peters, PhD, Michigan State University, United States
Valerie Harwood, PhD, University of Wollongong, Australia
Background
In 2006, Peter Lang, an international publisher of scholarly work, will publish the International Handbook of Disability Studies in Education, which is slated to be the fourth book in the Disability Studies in Education book series edited by Susan Gabel and Scot Danforth.
The International Handbook of Disability Studies in Education, Volume I, is the first in a series of anonymously reviewed handbooks to be published every three to five years in the Disability Studies in Education book series with Peter Lang (New York/Oxford). Although disability studies in education has only recently been formally recognized as a field of inquiry—through the 2000 formation of the Disability Studies in Education SIG in the AERA—its roots go back several decades to the work of educators who have resisted and spoken against the hegemony of special education, institutionalization, sheltered workshops, and social exclusion. Disability studies in education also relies upon the vast array of scholarship from social scientists who have developed the social theories influencing contemporary disability studies. More recently, scholars in the humanities also have been influential. Today, educators around the world continue the resistance by demonstrating new ways of thinking about disability and educational research, policy, and practice, yet little has been done to pull together a global picture of their work and thought. This Handbook is intended to do just that; to provide a comprehensive view of the theory, research, policy, and practical work of educators around the world who are engaged in what is being called “disability studies in education.”
Submissions
We are extending the deadline for submission to increase our submissions from Europe, Asia, and South America, although all potential authors should feel free to submit. Submissions should include a 50-100 word abstract, an outline or narrative description of the chapter proposed, author information including affiliation(s), and Email and other contact information. The deadline has been extended to December 30, 2005. Decisions will be made by mid-January 2006. Send submissions electronically to Susan Gabel, PhD, at [log in to unmask]
Handbook Sections
International proposals for the following sections of the Handbook are sought. Topics are proposed but are not considered exhaustive and we encourage authors to submit original works that they consider to be important for a particular section.
Section I. Theorizing Disability
For many scholars, the social model of disability is perhaps the single most defining feature of disability studies. It can probably be argued that some kind of social interpretation of disability distinguishes disability studies from other inquiries about disability. However, throughout the years, there have been many social interpretations of disability and many debates about their worth. This section will contain chapters that examine one or more of the social interpretations of disability. Possible topics include but are not limited to:
--Historical, social, and/or political contextualizations of particular theoretical frameworks (e.g., social model, minority group model),
--Comparative analyses of disability theories,
--Analyses of the contemporary and/or historical debates about disability theories,
--Discussions of the problems of using disability theory an applied field like education.
--Explorations of the consequences of globalization for disability theorizing
--Comparative analyses of disability theory with critical race theory, gender theory, queer theory, etc.
Section II: History of Disability and Education
The hidden and greatly untold history of disabled people has yet to be told. Until recently, disabled people have been either invisible to the examinations of historians or disability has been downplayed as insignificant to the historical narrative. Historians have completed important studies of the early field of special education, and special schools and institutions. What has been lacking is historical scholarship is attention to the lived experiences and perspectives of disabled people themselves. Neither have historians fully integrated disabled people and their concerns into the official history of education. This is the current challenge in regard to education and schooling: to write focused social historical accounts of disabled students and teachers that illuminates their lives, educational experiences, family and community lives, and their social and political predicaments within specific historical contexts; and to understand the interplay between educational history and disability history. Possible topics in this section include:
--Comparative historical accounts of the confluence of educational history and disability rights movements,
--Revisions of the history of education in a particular national context to account for the influences of disabled people and disability rights movements,
--Personal narratives set in historical contexts,
--Historical accounts of disabled teachers’ work and contributions.
Section III: History of Disability Studies
Historical accounts of disability studies can be found in the literature in the US, UK, and elsewhere, however, these accounts typically ignore the work of educators as integral to that history and the ways in which educational research has been influential in disability studies. Furthermore, little has been done to account for the historical importance of and influence from scholars outside North America and the UK. This section will contain chapters that write more inclusive histories or that provide historical accounts from societies underrepresented in the dominant accounts of today. Possible topics include:
--Comparative analysis of contrasting historical accounts or overviews of the debates about the history of disability studies,
--Revisions of the history of disability studies to account for unrecognized voices and contributions,
--Analyses of the consequences of globalization on the development of disability studies,
--Critical analyses of the history of disability studies in light of race, class, and sexual orientation as the topic relates to education.
Section IV: Research Issues and Problems
Some have claimed that disability studies has a unique research method—the emancipatory method. However, numerous research methods are used in disability studies in education and each of them presents methodological challenges, addresses significant issues, or results in particular consequences. Rather than describing research methods or the theoretical frameworks that underpin them, this section will focus on a wide range of issues and problems facing researchers in disability studies in education. Possible topics include:
--Analyses of the quantitative/qualitative design debates in light of research in disability studies in education,
--Examination of the potential importance of certain kinds of quantitative research,
--Discussions of the methodological problems with emancipatory research and proposals for solutions,
--Solutions to methodological issues or problems found by researchers in underrepresented societies
--Comparisons between the research issues and problems in disability studies with those in critical race studies, gender studies, queer studies, etc.
Section V: Policy
Too few analyses and critiques of policy can be found in the disability studies in education literature and what little there is focuses primarily on inclusive education policy. Yet, there are a number of other policy problems to be encountered, for example, curriculum policy, teacher education policy, and standardized testing policies. Likewise, there are few educational policy proposals that emanate from a disability studies perspective. Furthermore, we have yet to consider ways in which disability studies in education could contribute to the broader educational policy field in terms of policy analysis methods and policy making processes. This section will address the most pressing policy matters related to disability studies in education with the purpose of beginning to build the disability studies in education policy literature base. Possible topics include:
--Comparative analyses of inclusive educational policy,
--Critiques of national educational policy as it relates to or ignores disabled students,
--Methodological studies that contribute novel policy analysis strategies when examining disability policy in education,
--Proposed solutions for common inclusive education policy problems.
Section VI: Contemporary Childhood and Adolescent Education
Inclusion has been advocated for many years and there are some shining examples of inclusive education. Yet in many places, progress toward inclusion has stalled or may never have started. This section will assume that full inclusion in the ideal sense of the concept is the most equitable solution for the education of school-age children. Based on that assumption, chapters will explore inclusion issues, problems and solutions useful for teachers, administrators, students and their families. Possible topics include:
--Descriptions of inclusive pedagogical or administrative practices, including the intersections between inclusive practices related to disability and those related to race, gender, class, and sexual orientation,
--Analyses of inclusion dilemmas and resulting teacher, school, or district solutions,
--Discussions of curriculum issues, challenges, possible solutions in childhood education,
--Comparative descriptions that highlight the contextual nature of inclusive practice.
Section VII: Higher Education
Until recently, disabled people were excluded from higher education. In many parts of the world, this is still the case and where institutions of higher education purport to provide “equal access” and “reasonable accommodations,” disabled students still face discriminatory policies and practices. Too little is known about the state of international higher education for disabled people. In addition, too little is available about inclusive pedagogy and policy in higher education. This section will include chapters that examine the present state of higher education and the curriculum, pedagogy, and policy solutions that support inclusion in higher education. Possible topics include:
--Descriptions and results of faculty experiences with universal design for instruction,
--Descriptions and implications of higher education policies in universal design,
--Macro-analyses of national higher education policy related to disabled people.
Section VIII: Professional Preparation
This section considers both the content and structure of professional preparation. Disability studies in education has produced a significant amount of work on the content of teacher education and teacher professional development. Still needed is work on the content of administrator, paraprofessional, and counselor preparation and professional development. Structural issues related to professional preparation need to be addressed, as well. For example, in the US, professional preparation continues to be structured along parallel courses of study—general education and special education—with too little interaction between the two. Possible topics include:
--Comparative studies of alternatives, initiatives, and/or improvements in the way professionals and/or paraprofessionals are prepared for their roles,
--Examination of professional development opportunities that have inclusive outcomes for disabled students,
--Analyses of specific professional development or professional preparation courses of study.
Section IX: Intersections with Other Educational Research
As a field, disability studies in education does not exist in a vacuum. It draws from and informs other research including curriculum studies; race, class, gender, and queer studies; and much more. Just as it is important to recognize and maintain our connections to disability studies in general, it is important to understand our relationship to and influence from other forms of educational research. Both help us avoid parochialism. This section will include chapters that illuminate the intersections between and mutual influence of disability studies in education and one or more of these other intellectual pursuits. Possible topics include:
--Examination of the intersections with curriculum studies, queer studies, gender studies, etc.,
--Analysis of the ways in which disability studies can inform and be influenced by curriculum studies, queer studies, etc.,
--Descriptions of common political agendas and possibilities for collaboration.
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