Harvard Educational Review
  1. Spring 2018 Issue »

    Knowledge Citizens?

    Intellectual Disability and the Production of Social Meanings Within Educational Research

    ASHLEY TAYLOR

    Intellectual disability may appear to many as a barrier to participation in or the production of educational research. Indeed, a common perception of individuals seen as having cognitive impairments, and especially those with minimal or no verbal communication, is that they are incapable of the reasoning or lack the deliberative capacities necessary to participate in research or policy-influencing decision making. In this essay, Ashley Taylor dismantles these assumptions, challenging both the view of intellectual disability on which they rest and the view of epistemic competence they imply. Taylor shows how the absence or exclusion of people with intellectual disabilities labels from dominant knowledge-making institutions and arenas, including within educational research, amounts to injustice and results in their tacit or overt exclusion from civic education and political membership.

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    Ashley Taylor is an assistant professor of educational studies at Colgate University. She specializes in philosophy of education, disability studies, and inclusive education and is especially interested in how citizenship is understood through the lens of able-mindedness. More broadly, she writes about the intersections of disability, gender, and race in constructing civic belonging and participation, inclusive pedagogies and practices that challenge ability privilege, and theories and frameworks of institutional inclusion and accessibility. Taylor’s scholarship has been published in Disability Studies Quarterly, Educational Theory, Hypatia, Studies in Philosophy and Education, and Philosophy of Education, as well as in a number of edited volumes in educational foundations, educational philosophy, and disability studies.  

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    Spring 2018 Issue

    Abstracts

    Knowledge Citizens?
    Intellectual Disability and the Production of Social Meanings Within Educational Research
    ASHLEY TAYLOR
    Ethics, Identity, and Political Vision
    Toward a Justice-Centered Approach to Equity in Computer Science Education
    SEPEHR VAKIL
    Risky Business
    An Integrated Institutional Theory for Understanding High-Risk Decision Making in Higher Education
    LAUREN A. TURNER and A. J. ANGULO
    My Future, My Family, My Freedom
    Meanings of Schooling for Poor, Rural Chinese Youth
    XIN XIANG
    Teaching in the Restorative Window
    Authenticity, Conviction, and Critical-Restorative Pedagogy in the Work of One Teacher-Leader
    SARAH M. FINE

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