Emily A Nusbaum
Biographic Data
| ID | 154993 |
|---|---|
| NAME | Emily A Nusbaum |
| GIVEN NAMES | Emily A |
| FAMILY NAME | Nusbaum |
| SIGNATURE | NUSBAUM E A |
| AFFILIATIONS | University of California, Berkeley |
| ORCID | 0000-0001-8664-498X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
The Place and Pace to Remember: Keeping What the Pandemic Has Given Us
We begin with the question "what do we want to keep that the pandemic has given us?" Largely co-written in 2021, this reflexive essay serves as a snapshot in time, at one stage of the pandemic, reflecting upon earlier, shared experiences at one institution of higher education. We locate each of our identities and positionalities in that space and beyond. Our essay uses Moya Bailey’s 2021 discussion of an ethics of pace to frame our thinking and c…
(Re)centering the Knowledge of Disabled Activists, Poverty Scholars, and Community Scholars of Color to Transform Education
This duoethnography weaves the experiences and perspectives of disabled activists, poverty scholars, community scholars of color, and university-based scholars partnering on a teacher preparation professional development project that (re)centers disability and its intersections by (a) reconsidering who creates knowledge, (b) positioning disabled activists, poverty scholars, and community scholars of color as experts with pedagogical authority, an…
Toward disability-centered, culturally sustaining pedagogies in teacher education
Teacher education in the United States operates within the same politically polarized and tense contexts as schools. Research predominantly relies on the voices and experiences of scholars and professionals, despite the importance of community-engaged pedagogies and learning approaches. Collective work that bridges the roles of scholars and community activists requires a shift in how teacher education is conceptualized for a new generation of int…
DisCrit at the margins of teacher education: Informing curriculum, visibilization, and disciplinary integration
Teacher education is polarized. Traditionalists tend to center core practices, while justice-oriented scholars center ideologies embedded within our practices. Both, however, must consider how practices and ideologies can operate interdependently to disrupt inequity and cultivate agency among all students. Drawing on an intersectionally-aligned theory, DisCrit, we argue that practices and the ideologies they embody can be problematized vis-à-vis …
Disability and Peace
While crafting the call for papers for this special issue, focused on disability and peace, almost a year ago I (Emily) hoped contributing authors would confront and expose the systemic devaluation
Cripping Human Rights Education with Disability Studies: An Undergraduate Reading List
Aiming to place disability studies in conversation with other antioppressive educational frameworks, this article “crips” human rights education (HRE), a field that, by definition, teaches people about equality, dignity, and respect. A theoretical sampling of HRE journals and an online library database uncovers that human rights scholarship largely overlooks disability outside a medical or legal framework, though disability scholars consistently …
"Reclaiming" Disability in Critical Qualitative Research: Introduction to the Special Issue
This article introduces the special issue, "Reclaiming" Disability in Critical Qualitative Research, which aims to center disability and disabled people in critical qualitative research. More particularly, we highlight here how the articles included in this special issue collectively consider new possibilities for the place and practice of critical qualitative methodologies and methods in research involving disabled people. We begin this introduc…
Vulnerable to exclusion: The place for segregated education within conceptions of inclusion
This research was undertaken to understand how general education teachers who work in inclusive classrooms conceptualise inclusive education and understand their individual commitments to this practice. This study intended to make explicit the social meaning that resides in and is constituted by teachers doing their everyday work in schools (Erickson, F. 1977. “Some Approaches to Inquiry in School-Community Ethnography.” Anthropology and Educatio…
"Reclaiming" Disability in Critical Qualitative Research: Introduction to the Special Issue
This article introduces the special issue, "Reclaiming" Disability in Critical Qualitative Research, which aims to center disability and disabled people in critical qualitative research. More particularly, we highlight here how the articles included in this special issue collectively consider new possibilities for the place and practice of critical qualitative methodologies and methods in research involving disabled people. We begin this introduc…
Vulnerable to exclusion: The place for segregated education within conceptions of inclusion
This research was undertaken to understand how general education teachers who work in inclusive classrooms conceptualise inclusive education and understand their individual commitments to this practice. This study intended to make explicit the social meaning that resides in and is constituted by teachers doing their everyday work in schools (Erickson, F. 1977. “Some Approaches to Inquiry in School-Community Ethnography.” Anthropology and Educatio…
Toward disability-centered, culturally sustaining pedagogies in teacher education
Teacher education in the United States operates within the same politically polarized and tense contexts as schools. Research predominantly relies on the voices and experiences of scholars and professionals, despite the importance of community-engaged pedagogies and learning approaches. Collective work that bridges the roles of scholars and community activists requires a shift in how teacher education is conceptualized for a new generation of int…
DisCrit at the margins of teacher education: Informing curriculum, visibilization, and disciplinary integration
Teacher education is polarized. Traditionalists tend to center core practices, while justice-oriented scholars center ideologies embedded within our practices. Both, however, must consider how practices and ideologies can operate interdependently to disrupt inequity and cultivate agency among all students. Drawing on an intersectionally-aligned theory, DisCrit, we argue that practices and the ideologies they embody can be problematized vis-à-vis …
Vulnerable to exclusion: The place for segregated education within conceptions of inclusion
This research was undertaken to understand how general education teachers who work in inclusive classrooms conceptualise inclusive education and understand their individual commitments to this practice. This study intended to make explicit the social meaning that resides in and is constituted by teachers doing their everyday work in schools (Erickson, F. 1977. “Some Approaches to Inquiry in School-Community Ethnography.” Anthropology and Educatio…
"Reclaiming" Disability in Critical Qualitative Research: Introduction to the Special Issue
This article introduces the special issue, "Reclaiming" Disability in Critical Qualitative Research, which aims to center disability and disabled people in critical qualitative research. More particularly, we highlight here how the articles included in this special issue collectively consider new possibilities for the place and practice of critical qualitative methodologies and methods in research involving disabled people. We begin this introduc…
Disability and Peace
While crafting the call for papers for this special issue, focused on disability and peace, almost a year ago I (Emily) hoped contributing authors would confront and expose the systemic devaluation
Cripping Human Rights Education with Disability Studies: An Undergraduate Reading List
Aiming to place disability studies in conversation with other antioppressive educational frameworks, this article “crips” human rights education (HRE), a field that, by definition, teaches people about equality, dignity, and respect. A theoretical sampling of HRE journals and an online library database uncovers that human rights scholarship largely overlooks disability outside a medical or legal framework, though disability scholars consistently …
DisCrit at the margins of teacher education: Informing curriculum, visibilization, and disciplinary integration
Teacher education is polarized. Traditionalists tend to center core practices, while justice-oriented scholars center ideologies embedded within our practices. Both, however, must consider how practices and ideologies can operate interdependently to disrupt inequity and cultivate agency among all students. Drawing on an intersectionally-aligned theory, DisCrit, we argue that practices and the ideologies they embody can be problematized vis-à-vis …
The Place and Pace to Remember: Keeping What the Pandemic Has Given Us
We begin with the question "what do we want to keep that the pandemic has given us?" Largely co-written in 2021, this reflexive essay serves as a snapshot in time, at one stage of the pandemic, reflecting upon earlier, shared experiences at one institution of higher education. We locate each of our identities and positionalities in that space and beyond. Our essay uses Moya Bailey’s 2021 discussion of an ethics of pace to frame our thinking and c…
(Re)centering the Knowledge of Disabled Activists, Poverty Scholars, and Community Scholars of Color to Transform Education
This duoethnography weaves the experiences and perspectives of disabled activists, poverty scholars, community scholars of color, and university-based scholars partnering on a teacher preparation professional development project that (re)centers disability and its intersections by (a) reconsidering who creates knowledge, (b) positioning disabled activists, poverty scholars, and community scholars of color as experts with pedagogical authority, an…
Toward disability-centered, culturally sustaining pedagogies in teacher education
Teacher education in the United States operates within the same politically polarized and tense contexts as schools. Research predominantly relies on the voices and experiences of scholars and professionals, despite the importance of community-engaged pedagogies and learning approaches. Collective work that bridges the roles of scholars and community activists requires a shift in how teacher education is conceptualized for a new generation of int…
Political science (7 works) · Sociology (7 works) · Gender Studies (6 works) · Gender Studies (5 works) · Pedagogy (5 works) · Disability studies (4 works) · Law (4 works) · Critical Race Theory in Education (3 works) · Critical theory (3 works) · Education Discipline and Inequality (3 works)