TY  - GEN
AB  - 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.
AU  - Figueroa, Chantal,
AU  - Hernández-Saca, David I.,
CN  - LC4035.A2
DO  - 10.1007/978-3-030-56942-6
DO  - doi
ID  - 1433582
KW  - Students with disabilities
KW  - Educational psychology
KW  - Psychopédagogie
LK  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-56942-6
N1  - 1. Introduction to Dis/ability in the Americas2. A Case Study of Disability Leadership in the Caribbean3. Teaching Toward Decoloniality: A Mental Health Approach for Guatemala4. Biographical-Educational Trajectories and Future Projects of Blind Young People: Contributions to Narrative Analysis from a Critical Perspective5. Affects and Diversity in the Classroom: Everyday Experiences at Santiago de Chile's Schools6. Indigenous Street Children in Ecuador: Contested Narratives of Mental Health and Disability7. Disability in Bolivia: A Feminist Global South Perspective8. Music & Dis/ability: Inclusive Perspectives in the Argentinian Context9. "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.
N2  - 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.
SN  - 303056942X
SN  - 9783030569426
T1  - Dis/ability in the Americas :the intersections of education, power, and identity /
TI  - Dis/ability in the Americas :the intersections of education, power, and identity /
UR  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-56942-6
ER  -