Theory,practice, and perspectives: Disability Studies and parenting children with disabilities |
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Authors: | Kelly P. Vaughan Gia Super |
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Affiliation: | 1. School of Education and Counseling, Purdue University Northwest;2. vaughak@pnw.edu;4. Department of Policy Studies in Urban Education: Social Foundations, University of Illinois at Chicago, Chicago |
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Abstract: | AbstractIn this process-oriented article, the authors weave short personal narratives with theoretical reflections to examine the relationship between Disability Studies scholarship and parenting children with disabilities. The authors present three findings: first, their position as parent-teacher-scholars informs their work in Disability Studies. Second, the work of Disability Studies scholars has the potential to positively influence parents’ understandings of disability; consequently, Disability Studies-informed parenting can influence parent advocacy for their children. Third, parent-scholars have the potential to create research that can positively impact parents, practitioners, and the field of Disability Studies. The authors conclude by arguing that there is a need for Disability Studies scholarship for and by parents. This work is significant because it challenges divisions between theory and practice, and articulates a need and responsibility for parents to grapple with alternative understandings of disability and alternative (collective) ways to create better social conditions for their children. |
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Keywords: | Disability studies parent scholars inclusion Disability Studies-informed parenting |
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