1st Edition
Social and Dialogic Thinking and Learning in Special Education Radical Insights from a Post-Critical Ethnography in a Special School
1: On Teaching versus Learning: An Introduction
2: Productive Mistakes
Part 2: Restrictive Contexts for Thinking and Learning
3: The Discursive Construction of Dis/Ability
4: Praise and Patterns of Instructional Practice (with Sofia Benson-Goldberg, PhD, CCC/SLP)
5: The Intersection of Race and Severe Disability
6: Enacting Imprisonment on Students with Significant Support Needs
Part 3: Students with Significant Support Needs Demonstrate Thinking and Learning
7: Students Asserting Themselves and Resisting the Hidden Curriculum
8: Students Demonstrating Smartness Outside the Constraints of Schooling
9: Agency Through Relation and Relation Through Agency
10: The Intersection of Structure and Sanction with Initiation and Persistence
Part 4: Relations at the Core of Teaching and Learning
11: Being with to Achieve Shared Perceptual and Emotional Awareness
12: Engaging in Dialogue without Conventional Language
13: Embodiment and Its Role in Extended Dialogue and Narrative
14: Radical Possibilities Beyond the Horizon
Biography
Karen A. Erickson is the David E. & Dolores J. Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA
Charna D’Ardenne is Assistant Professor at the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA
Nitasha M. Clark is Research Affiliate with the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA
David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University, USA
George W. Noblit is Joseph R. Neikirk Distinguished Professor of Sociology of Education Emeritus at the University of North Carolina at Chapel Hill, USA
