WINNER OF THE 2019 AESA CRITICS' CHOICE BOOK AWARD WINNER OF THE 2018 NATIONAL WOMEN'S STUDIES ASSOCIATION ALISON PIEPMEIER BOOK PRIZE Linking powerful first-person narratives with structural analysis, The Pedagogy of Pathologization explores the construction of criminal identities in schools via the intersections of race, disability, and gender. amid the prevalence of targeted mass incarceration. Focusing uniquely on the pathologization of female students of color, whose voices are frequently engulfed by labels of deviance and disability, a distinct and underrepresented experience of the school-to-prison pipeline is detailed through original qualitative methods rooted in authentic narratives. The book’s DisCrit framework, grounded in interdisciplinary research, draws on scholarship from critical race theory, disability studies, education, women’s and girl’s studies, legal studies, and more.

This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education

This sequel to the influential 2016 work DisCrit—Disability Studies and Critical Race Theory in Education explores how DisCrit 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. Following an incisive introduction by DisCrit intellectual forerunner Alfredo Artiles, a diverse group of authors engage in inward, outward, and margin-to-margin analyses that raise deep and enduring questions about how we as scholars and teachers account for and counteract the collusive nature of oppressions faced by minoritized individuals with disabilities, particularly in educational contexts. Contributors ask readers to consider incisive questions such as: What are the affordances and constraints of DisCrit as it travels outside of U.S. contexts? How can DisCrit, as a critical and intersectional framework, be used to support and extend diverse forms of activism, expanded solidarities, and collective resistance? How can DisCrit inform and be augmented by engagements with other critical theories and modes of inquiry? How can DisCrit help to illuminate agency and resistance among learners with complex learning needs? How might DisCrit inform legal studies and other disciplinary and interdisciplinary contexts? How can DisCrit be a critical friend to interrogations involving issues of citizenship, language, and more? Contributors include Alfredo J. Artiles, Joy Banks, Maria Cioè-Peña, Anjali Forber-Pratt, David Hernández-Saca, Valentina Migliarini, and Jamelia N. Morgan.

In a time of renewed interest in insurrectionary movements, urban protest, and anti-austerity indignation, the idea of resistance is regaining its relevance in social theory. De-Pathologizing Resistance re-examines resistance as a concept that can aid social analysis, highlighting the dangers of pathologising resistance as illogical and abnormal, or exoticising it in romanticised but patronising terms. Taking a de-pathologising and de-exoticising perspective, this book brings together insights from older and newer studies, the intellectual biographies of its contributing authors, and case studies of resistance in diverse settings, such as Egypt, Greece, Israel, and Mexico. From feminist studies to plaza occupations and anti-systemic uprisings, there is an emerging need to connect the analysis of contemporary protest movements under a broader theoretical re-examination. The idea of resistance—with all of its contradictions and its dynamism—provides such a challenging opportunity. This book was originally published as a special issue of History and Anthropology.

"Danforth and Smith have written an exceptional book on educating ′troubling′ students. It is a clear alternative to current books on educating children with emotional and behavioral disorders, most of which are based on behavioral theories. They offer practical guidance, well illustrated with stories from their own experiences on collaboration, working with families, conflict resolution, social support for students, providing a caring pedagogy, and teacher development." James L. Paul, Professor, Special Education University of South Florida Truly teaching "troubling" students means connecting with them in ways that can last a lifetime! Teachers are consistently faced with students who behave in disruptive or disrespectful ways. These "troubling" students are frequently disengaged from both academics and the possibility of meaningful relationships with caring adults. How can teachers engage these students in instruction and learning as well as the development of trust and personal growth? Engaging Troubling Students offers instructional and student support practices grounded in critical constructivism--engaging problematic students in the learning process and building strong relationships with them. These interactions and relationships can have a profound impact on their emotional well-being and learning. Danforth and Smith draw from many academic fields to build this comprehensive resource: History and roots of current issues and dilemmas Theoretical foundation of critical constructivism Teaching practices designed to foster the teacher-student relationship Specific programs addressing conflict, families, inclusive education, and more Filled with rich narrative and directed to teachers working with troubling students each day, this insightful, practical guide will help lead you as you develop helpful, trusting relationships with them.

The first collection of literary writing on raising a child with special needs, Love You to Pieces features families coping with autism, deafness, muscular dystrophy, Down syndrome and more. Here, poets, memoirists, and fiction writers paint beautiful, wrenchingly honest portraits of caring for their children, laying bare the moments of rage, disappointment, and guilt that can color their relationships. Parent-child communication can be a challenge at the best of times, but in this collection we witness the struggles and triumphs of those who speak their own language-or don't speak at all-and those who love them deeply.

This electronic version has been made available under a Creative Commons (BY-NC-ND) open access license. In July 2013, the UK government arranged for a van to drive through parts of London carrying the message 'In the UK illegally? GO HOME or face arrest.' This book tells the story of what happened next. The vans were short-lived, but they were part of an ongoing trend in government-sponsored communication designed to demonstrate toughness on immigration. The authors set out to explore the effects of such performances: on policy, on public debate, on pro-migrant and anti-racist activism, and on the everyday lives of people in Britain. This book presents their findings, and provides insights into the practice of conducting research on such a charged and sensitive topic.

Using Michel Foucault's idea of governmentality, this book reinterprets various cases of revolt and popular uprisings in Bangladesh. It attempts to synthesize the theories of Foucault's governmentality and Antonio Gramsci's notions of hegemony and counter-hegemony.

A critical investigation into the use of psychotropic drugs to pacify and control inmates and other captives in the vast U.S. prison, military, and welfare systems For at least four decades, U.S. prisons and jails have aggressively turned to psychotropic drugs—antidepressants, antipsychotics, sedatives, and tranquilizers—to silence inmates, whether or not they have been diagnosed with mental illnesses. In Silent Cells, Anthony Ryan Hatch demonstrates that the pervasive use of psychotropic drugs has not only defined and enabled mass incarceration but has also become central to other forms of captivity, including foster homes, military and immigrant detention centers, and nursing homes. Silent Cells shows how, in shockingly large numbers, federal, state, and local governments and government-authorized private agencies pacify people with drugs, uncovering patterns of institutional violence that threaten basic human and civil rights. Drawing on publicly available records, Hatch unearths the coercive ways that psychotropics serve to manufacture compliance and docility, practices hidden behind layers of state secrecy, medical complicity, and corporate profiteering. Psychotropics, Hatch shows, are integral to “technocorrectional” policies devised to minimize public costs and increase the private profitability of mass captivity while guaranteeing public safety and national security. This broad indictment of psychotropics is therefore animated by a radical counterfactual question: would incarceration on the scale practiced in the United States even be possible without psychotropics?

Art as an Agent for Social Change explores through original research, experiences, and personal narratives the role of the arts in bringing forth social change within three interconnected themes: community building, collaborations, and teaching and pedagogy.