Thinking and Feeling With Justice: Destabilizing Voice and Practice in Transition

Session Type: Symposium

Abstract

The purpose of this session is to address the DSE call for an intersectional disability studies that pursues educational equity. One critical, yet under theorized, area for such DSE praxis is transition. By bringing together a diverse group of emerging and established scholars we hope to explore how “business as usual” transition scholarship and practice fails to destabilize and instead, reproduces the medicalized, capitalist, racist, and ableist foundations of special education. We trouble such a paradigm and present a more inclusive and intersectional framing of transition that is grounded in the tenets of disability justice. From teacher preparation to the redistribution of power we offer a collaborative, intersectional, interdisciplinary, asset-driven approach to move transition forward as a destabilizing and imaginative force.

Sub Unit

• SIG-Disability Studies in Education

Chair

• Danielle M. Cowley, Alfred University

Papers

• A Review of the Literature on Inclusive Postsecondary Education: A Critical Analysis of Student Perspective and Voice in Research - Jessica K. Bacon, Montclair State University; Susan Baglieri, Montclair State University

• Asset Praxis: (Re)Create and (Re)Center Lived and Educational Transitions - Mercedes Adell Cannon, Indiana University - Indianapolis

• An Affective Turn: Reviewing the Transition Literature and Self Through a Disability Justice Lens - David Isaac Hernandez-Saca, University of Northern Iowa; Danielle M. Cowley, Alfred University

• Across, Among, and Together: What Will Meaningful Stakeholder Collaboration Take? - Audrey A. Trainor, New York University

Discussant

• Kagendo Mutua, The University of Alabama