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Allergic Intimacies: Food, Disability, Desire, and Risk (Fordham Press, 2023)
Allergic Intimacies is the first to explore food allergies in the United States from the perspective of disability and race. Central questions frame Gill’s analysis: Are food allergies disabilities? What structures and systems ensure the survival of some with food allergies and not others?
The book is a groundbreaking critical engagement with food allergies in their cultural representations, advocacy, law, and stories about personal experiences from a disability studies perspective. Gill questions the predominantly individualized medical approaches to food allergies, pointing out that these approaches are particularly problematic where allergy testing and treatments are expensive, inconsistent, and inaccessible for many people of color.
White Educators Negotiating Complicity: Roadblocks Paved with Good Intentions (Rowan and Littlefield, 2021)
While there is a proliferation of research on white educators who teach courses around antiracism, this book focuses on white educators who teach about whiteness to racially diverse groups of students and who acknowledge and attempt to negotiate their complicity in systemic injustice.
In this book, Barbara Applebaum explores what it means to teach against whiteness while living in a paradox—that endeavors to disrupt systemic white supremacy often reproduce it. Rather than an empirical study, this book offers insights from recent scholarship surrounding critical whiteness and epistemic injustice and applies them to some of the most trenchant challenges that white educators face while trying to teach about whiteness to racially diverse groups of students.
Clinical Simulations as Signature Pedagogy: Educator Preparation Across the Disciplines (Harvard Education Press, 2022)
Benjamin H. Dotger and Kelly Chandler-Olcott (Eds.)
The School of Education is a pioneer and international leader in the use of experiential, immersive methods of professional development for educators and other professionals, especially the use of live-actor simulations, otherwise known as clinical simulations.
Clinical Simulations as Signature Pedagogy gathers case studies, analysis, and research that illustrate exactly why clinical simulations have emerged as one of the most powerful tools for the professional preparation and continuing education of teachers, counselors, and school leaders.
Edited by Professor Ben Dotger, Director of the Center for Experiential Pedagogy and Practice, and School of Education Dean Kelly Chandler-Olcott, the book features chapters by current and former Syracuse University faculty on the use of simulations in mathematics and science education, physical education, educational leadership, counseling, and inclusive education.
Parenting in the Pandemic: The Collision of School, Work, and Life at Home—A Collection of Essays (Information Age, 2021)
George Theoharis and Rebecca Lowenhaupt (Eds.)
In March 2020 daily lives were upended by the global coronavirus pandemic. School suddenly moved online, and parents found themselves balancing professional responsibilities with supporting their children’s learning. Faced with the reality of schooling their own children at home during a pandemic, two education professors have edited a collection of personal essays that illustrate their experiences navigating being pandemic professionals and pandemic parents.
George Theoharis and Rebecca Lowenhaupt (Boston College) confront long-held theories about what school should be. They see up close the learning their own children endured online. They watch as education policy goes awry in their living rooms (and kitchens and bathrooms). And they make high-stakes decisions about their children’s (and other children’s) access to opportunity—all while trying to maintain their careers and precious family relationships.
DisCrit Expanded: Reverberations, Ruptures, and Inquiries (Teachers College Press, 2022)
Subini A. Annamma, Beth A. Ferri, and David J. Connor (Eds.)
A follow-up to DisCrit: Disability Studies and Critical Race Theory in Education (Teachers College Press, 2016), DisCrit Expanded explores how disability studies and critical race theory has both deepened and expanded, providing increasingly nuanced understandings about how racism and ableism circulate across geographic borders, academic disciplines, multiplicative identities, intersecting oppressions, and individual and cultural resistances.
Including a foreword by DisCrit intellectual forerunner Alfredo J. Artiles (Stanford University), editors Subini A. Annamma (Stanford University), Beth A. Ferri, and David J. Connor (Hunter College) convene a diverse group of authors who engage in inward, outward, and margin-to-margin analyses that raise deep and enduring questions about how scholars and teachers account for and counteract the collusive nature of oppressions faced by minoritized individuals with disabilities, particularly in educational contexts.
How Teaching Shapes Our Thinking About Disabilities: Stories from the Field (Peter Lang, 2021)
Beth A. Ferri and David J. Connor (Eds.)
This collection, edited by Beth A. Ferri and her longtime collaborator David J. Connor, brings together 20 contributors who share deeply personal and powerful stories about the lasting lessons they took away from their early experiences of teaching students with dis/abilities in K– settings.
The authors and editors describe how their interactions with children and youth, parents and administrators, in the context of their classrooms and schools, influenced their shift away from the limiting discourse of special education and toward their become critical special educators and disability studies scholars. Connecting theory and practice, the authors share how they came to reclaim, reframe and reimagine disability as a natural part of human diversity and galvanized their research trajectories around studying issues of access and equity.
Five Practices for Equity-Focused School Leadership (ASCD, 2021)
George Theoharis, Sharon I. Radd, Gretchen Givens Generett, and Mark Anthony Gooden
This timely and essential book provides a comprehensive guide for school leaders who desire to engage their school communities in transformative systemic change. Sharon I. Radd, Gretchen Givens Generett, Mark Anthony Gooden and George Theoharis offer five practices to increase educational equity and eliminate marginalization based on race, disability, socioeconomics, language, gender and sexual identity and religion.
For each dimension of diversity, the authors provide background information for understanding the current realities in schools and beyond, and they suggest “disruptive practices” to replace the status quo in order to achieve full inclusion and educational excellence for every child. A call to action that is both passionate and practical, Five Practices for Equity-Focused School Leadership is an indispensable roadmap for educators undertaking the journey toward an education system that acknowledges and advances the worth and potential of all students.
Growing Up Ugly: Memoirs of a Black Boy Daydreaming (Simple Word, 2020)
Growing Up Ugly is an inspirational coming-of-age memoir that traces the upbringing of a painfully shy child with chronically low self-esteem—a Black boy reprimanded for daydreaming too much and raised in a struggling inner city New York neighborhood—who eventually grew to become an artist, a leading educator and an award-winning scholar.
Rolling composes a rich canvas of raw vignettes, family photos, original illustrations and poems in order to sketch a candid self-portrait. No matter who or what first made you feel ugly, here is storytelling that elevates its readers beyond their own scars, social anxiety or low self-esteem. This is a book for anyone who has ever been underestimated, bullied, abused or simply overlooked. It’s time to re-imagine your way from daydreams to destiny.