Literacy Education and Disability Studies: Reenvisioning Struggling Students

Research output: Contribution to journalComment/debate

2 Citations (Scopus)

Abstract

In this commentary, the authors present disability studies in education (DSE) as an alternative way to reframe, understand, and teach students who are positioned as struggling in literacy classrooms. As the authors detail, a DSE perspective changes the relationship between teachers and students to a more reciprocal one, and in doing so, it relocates the source of and responsibility for literacy struggles. The authors begin with a discussion of DSE, followed by a reconsideration of how to support students in developing their academic literacies. The commentary concludes with a discussion of why, in an era marked by increasing educational standardization and homogenization, a move to teaching that is informed by a DSE perspective is increasingly a matter of great urgency.

Original languageEnglish (US)
Pages (from-to)7-12
Number of pages6
JournalJournal of Adolescent and Adult Literacy
Volume60
Issue number1
DOIs
StatePublished - Jul 1 2016

Fingerprint

disability studies
literacy
education
student
classroom
responsibility
present
Teaching
teacher

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{ec9bf0f74e6649dfacc67587037c4674,
title = "Literacy Education and Disability Studies: Reenvisioning Struggling Students",
abstract = "In this commentary, the authors present disability studies in education (DSE) as an alternative way to reframe, understand, and teach students who are positioned as struggling in literacy classrooms. As the authors detail, a DSE perspective changes the relationship between teachers and students to a more reciprocal one, and in doing so, it relocates the source of and responsibility for literacy struggles. The authors begin with a discussion of DSE, followed by a reconsideration of how to support students in developing their academic literacies. The commentary concludes with a discussion of why, in an era marked by increasing educational standardization and homogenization, a move to teaching that is informed by a DSE perspective is increasingly a matter of great urgency.",
author = "Collins, {Kathleen Mary} and Beth Ferri",
year = "2016",
month = "7",
day = "1",
doi = "10.1002/jaal.552",
language = "English (US)",
volume = "60",
pages = "7--12",
journal = "Journal of Adolescent and Adult Literacy",
issn = "1081-3004",
publisher = "International Reading Association",
number = "1",

}

Literacy Education and Disability Studies : Reenvisioning Struggling Students. / Collins, Kathleen Mary; Ferri, Beth.

In: Journal of Adolescent and Adult Literacy, Vol. 60, No. 1, 01.07.2016, p. 7-12.

Research output: Contribution to journalComment/debate

TY - JOUR

T1 - Literacy Education and Disability Studies

T2 - Reenvisioning Struggling Students

AU - Collins, Kathleen Mary

AU - Ferri, Beth

PY - 2016/7/1

Y1 - 2016/7/1

N2 - In this commentary, the authors present disability studies in education (DSE) as an alternative way to reframe, understand, and teach students who are positioned as struggling in literacy classrooms. As the authors detail, a DSE perspective changes the relationship between teachers and students to a more reciprocal one, and in doing so, it relocates the source of and responsibility for literacy struggles. The authors begin with a discussion of DSE, followed by a reconsideration of how to support students in developing their academic literacies. The commentary concludes with a discussion of why, in an era marked by increasing educational standardization and homogenization, a move to teaching that is informed by a DSE perspective is increasingly a matter of great urgency.

AB - In this commentary, the authors present disability studies in education (DSE) as an alternative way to reframe, understand, and teach students who are positioned as struggling in literacy classrooms. As the authors detail, a DSE perspective changes the relationship between teachers and students to a more reciprocal one, and in doing so, it relocates the source of and responsibility for literacy struggles. The authors begin with a discussion of DSE, followed by a reconsideration of how to support students in developing their academic literacies. The commentary concludes with a discussion of why, in an era marked by increasing educational standardization and homogenization, a move to teaching that is informed by a DSE perspective is increasingly a matter of great urgency.

UR - http://www.scopus.com/inward/record.url?scp=84963569006&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84963569006&partnerID=8YFLogxK

U2 - 10.1002/jaal.552

DO - 10.1002/jaal.552

M3 - Comment/debate

AN - SCOPUS:84963569006

VL - 60

SP - 7

EP - 12

JO - Journal of Adolescent and Adult Literacy

JF - Journal of Adolescent and Adult Literacy

SN - 1081-3004

IS - 1

ER -