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Disability Studies in Education Ser.: Urban Narratives : Portraits in Progress- Life at the Intersections of Learning Disability, Race, and Social Class by David J. Connor (2007, Trade Paperback)
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About this product
Product Identifiers
PublisherLang A&G International Academic Publishers, Peter
ISBN-100820488046
ISBN-139780820488042
eBay Product ID (ePID)63447938
Product Key Features
Number of Pages412 Pages
LanguageEnglish
Publication NameUrban Narratives : Portraits in Progress- Life at the Intersections of Learning Disability, Race, and Social Class
SubjectEducational Policy & Reform / General, Urban, Discrimination & Race Relations, Special Education / General, General, Special Education / Learning Disabilities, Inclusive Education
Publication Year2007
TypeTextbook
Subject AreaSocial Science, Education
AuthorDavid J. Connor
SeriesDisability Studies in Education Ser.
FormatTrade Paperback
Dimensions
Item Weight21.9 Oz
Item Length9.1 in
Item Width6.3 in
Additional Product Features
Edition Number3
Intended AudienceScholarly & Professional
LCCN2006-101660
Reviews«Too often, educators rely upon labels to identify their students, not recognizing how we may inadvertently stigmatize and limit their potential as a result. _Urban Narratives_ reminds us that there are real students with hopes, dreams, strengths, and compelling stories behind these labels. By bringing the experiences of students to life, David J. Connor reminds us to treat each child with the dignity and respect they deserve.» (Pedro Noguera, New York University) «In this book, David J. Connor shares cumulatively constructed (counter) narratives of eight nonwhite urban youths ages 18-23 who were labeled learning disabled (LD) in public school. _This is the first time that the academic community has heard voices from this group, who compositely constitute the largest group of students in urban special education. Connor uses disability studies, critical race theory, LatCrit, and black feminist thought to analyze intersectionality in these _portraits in progress_ through a matrix of domination, and in so doing challenges the assumption that learning disabilities can be studied apart from their historical, social, and cultural contexts. _Urban Narratives_ is a unique and important contribution for researchers, theorists, and educators interested in promoting social justice in America_s segregated classrooms, schools, and neighborhoods.» (D. Kim Reid, Teachers College, Columbia University) «As an adult labeled learning disabled, and as an advocate for young people with this label, I_ve often been amazed at how many powerful forces talk about kids like me. Drug companies make a billion dollars medicating young people like me. Professors study students like me. Publishing houses sell books to fix kids like me. Unfortunately, the individuals who live this experience are silenced_but no longer. David J. Connor has written a groundbreaking book that gives voice to students labeled LD in an authentic and compelling way. _Urban Narratives_ is a must-read.» (Jonathan Mooney, President of Project Eye to Eye and author of _The Short Bus: A Journey Beyond Normal_), «Too often, educators rely upon labels to identify their students, not recognizing how we may inadvertently stigmatize and limit their potential as a result. 'Urban Narratives' reminds us that there are real students with hopes, dreams, strengths, and compelling stories behind these labels. By bringing the experiences of students to life, David J. Connor reminds us to treat each child with the dignity and respect they deserve.» (Pedro Noguera, New York University) «In this book, David J. Connor shares cumulatively constructed (counter) narratives of eight nonwhite urban youths ages 18-23 who were labeled learning disabled (LD) in public school. ...This is the first time that the academic community has heard voices from this group, who compositely constitute the largest group of students in urban special education. Connor uses disability studies, critical race theory, LatCrit, and black feminist thought to analyze intersectionality in these 'portraits in progress' through a matrix of domination, and in so doing challenges the assumption that learning disabilities can be studied apart from their historical, social, and cultural contexts. 'Urban Narratives' is a unique and important contribution for researchers, theorists, and educators interested in promoting social justice in America's segregated classrooms, schools, and neighborhoods.» (D. Kim Reid, Teachers College, Columbia University) «As an adult labeled learning disabled, and as an advocate for young people with this label, I've often been amazed at how many powerful forces talk about kids like me. Drug companies make a billion dollars medicating young people like me. Professors study students like me. Publishing houses sell books to fix kids like me. Unfortunately, the individuals who live this experience are silenced...but no longer. David J. Connor has written a groundbreaking book that gives voice to students labeled LD in an authentic and compelling way. 'Urban Narratives' is a must-read.» (Jonathan Mooney, President of Project Eye to Eye and author of 'The Short Bus: A Journey Beyond Normal'), Too often, educators rely upon labels to identify their students, not recognizing how we may inadvertently stigmatize and limit their potential as a result. 'Urban Narratives' reminds us that there are real students with hopes, dreams, strengths, and compelling stories behind these labels. By bringing the experiences of students to life, David J. Connor reminds us to treat each child with the dignity and respect they deserve. (Pedro Noguera, New York University) In this book, David J. Connor shares cumulatively constructed (counter) narratives of eight nonwhite urban youths ages 18-23 who were labeled learning disabled (LD) in public school. ...This is the first time that the academic community has heard voices from this group, who compositely constitute the largest group of students in urban special education. Connor uses disability studies, critical race theory, LatCrit, and black feminist thought to analyze intersectionality in these 'portraits in progress' through a matrix of domination, and in so doing challenges the assumption that learning disabilities can be studied apart from their historical, social, and cultural contexts. 'Urban Narratives' is a unique and important contribution for researchers, theorists, and educators interested in promoting social justice in America's segregated classrooms, schools, and neighborhoods. (D. Kim Reid, Teachers College, Columbia University) As an adult labeled learning disabled, and as an advocate for young people with this label, I've often been amazed at how many powerful forces talk about kids like me. Drug companies make a billion dollars medicating young people like me. Professors study students like me. Publishing houses sell books to fix kids like me. Unfortunately, the individuals who live this experience are silenced...but no longer. David J. Connor has written a groundbreaking book that gives voice to students labeled LD in an authentic and compelling way. 'Urban Narratives' is a must-read. (Jonathan Mooney, President of Project Eye to Eye and author of 'The Short Bus: A Journey Beyond Normal')
Dewey Edition22
Series Volume Number5
Number of Volumes0 vols.
IllustratedYes
Dewey Decimal371.9/0460973
Edition DescriptionNew Edition,Revised edition
SynopsisThe book series Disability Studies in Education is dedicated to the publication of monographs and edited volumes that integrate the perspectives, methods, and theories of disability studies with the study of issues and problems of education. The series features books that further define, elaborate upon, and extend knowledge in the field of disability studies in education. Special emphasis is given to work that poses solutions to important problems facing contemporary educational theory, policy, and practice., Urban Narratives foregrounds previously silenced voices of young people of color who are labeled disabled. Overrepresented in special education classes, yet underrepresented in educational research, these students - the largest group within segregated special education classes - share their perceptions of the world and their place within it. Eight 'portraits in progress' consisting of their own words and framed by their poetry and drawings, reveal compelling insights about life inside and out of the American urban education system. The book uses an intersectional analysis to examine how power circulates in society throughout and among historical, cultural, institutional, and interpersonal domains, impacting social, academic, and economic opportunities for individuals, and expanding or circumscribing their worlds.
LC Classification NumberLC4031.C658 2008
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