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Record Nr. |
UNINA9910484071903321 |
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Titolo |
Dis/ability in the Americas : The Intersections of Education, Power, and Identity / / edited by Chantal Figueroa, David I. Hernández-Saca |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021 |
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ISBN |
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Edizione |
[1st ed. 2021.] |
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Descrizione fisica |
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1 online resource (X, 247 p. 1 illus.) |
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Collana |
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Education in Latin America and the Caribbean, , 2524-5015 |
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Disciplina |
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Soggetti |
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Education |
International education |
Comparative education |
School psychology |
Educational psychology |
Ethnology - Latin America |
Culture |
International and Comparative Education |
School Psychology |
Educational Psychology |
Latin American Culture |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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1. Introduction to Dis/ability in the Americas -- 2. A Case Study of Disability Leadership in the Caribbean -- 3. Teaching Toward Decoloniality: A Mental Health Approach for Guatemala -- 4. Biographical-Educational Trajectories and Future Projects of Blind Young People: Contributions to Narrative Analysis from a Critical Perspective -- 5. Affects and Diversity in the Classroom: Everyday Experiences at Santiago de Chile's Schools -- 6. Indigenous Street Children in Ecuador: Contested Narratives of Mental Health and Disability -- 7. Disability in Bolivia: A Feminist Global South Perspective -- 8. Music & Dis/ability: Inclusive Perspectives in the Argentinian |
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Context -- 9. "We Don't Kiss in School": Policing Warmth, Disciplining Physicality, & Examining Consent of Latinx Students in the U.S. -- 10. Sophia Cruz’s Emotional Construction of Learning Dis/abilities: A Liberation DisCrit Emotion Narrative and Community Psychology Approach. |
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Sommario/riassunto |
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This edited volume highlights the rich and complex educational debates around Critical Disability Studies in Education (DSE), critical mental health, and crip theories. Chapter authors use the term Dis/ability to criticize aspects of education research and international development that do not center the experiences of dis/abled students and people with dis/abilities. Through case studies from around the Americas, chapters highlight how top-down approaches to disabilities further oppress rather than emancipate. The volume prioritizes the spaces of resistance where local initiatives speak back to the demands imposed by an ever-globalizing world shaped by colonialism and imperialism, undergird by intersectional ableism. Voices of disabled students and people with dis/abilities counter-narrate the personal, interpersonal, structural, and political ways in which biomedical and psychological models of disability have impacted their well-being throughout education and society in the Americas. Through a critical sentipensante approach that centers the “epistemologies of the south,” this volume challenges global mental health and dis/ability hegemony in the Americas. |
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