Alicia A Broderick
Biographic Data
| ID | 4860723 |
|---|---|
| NAME | Alicia A Broderick |
| GIVEN NAMES | Alicia A |
| FAMILY NAME | Broderick |
| SIGNATURE | BRODERICK A A |
| AFFILIATIONS | Montclair State University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 58 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Critical autism studies
Autism, Inc
We contend that, within capitalism, the Autism Industrial Complex ( aic ) produces both autism as commodity and the normative cultural logic of intervention in relation to it. Comprised of ideological/rhetorical as well as material/economic infrastructure, we argue that the aic is not the myriad businesses and industries that capitalize and profit from it; rather, these constitute its epiphenomenal features. In the production of autism as commodi…
Dysconscious ableism
This study draws upon King’s [1991. “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.” Journal of Negro Education 60 (2): 133–146] concept of dysconscious racism, extrapolating from it the analogous conceptual device of dysconscious ableism. We report upon data drawn from an inquiry at a US university-based teacher preparation programme, wherein we analyse our teacher education candidates’ writing through the conceptual …
When the light turns blue
Ellen Brantlinger's research and activism created opportunities for scholars who seek to locate and interrupt the social processes that shape educational inequities. In this essay, we reflect on Ellen's contributions by identifying three key signposts – lessons from Ellen's work that guided our own journeys and shaped the field of disability studies in education. These signposts include the assertions that (1) qualitative research is essential to…
[Re]claiming “Inclusive Education” toward Cohesion in Educational Reform
Background/Context This article calls attention to the restrictive notions of inclusive education promulgated within the discourse of special education in the United States and asserts the value of using disability studies in education to support broader conceptualizations of inclusion that potentially incorporate all students. Purpose/Objective/Research Question/Focus of Study By dismantling the myth of the typical/average child, the authors rev…
Smartness as Property
Background/Context Two scholars who each primarily identify as a scholar of Critical Race/Whiteness Studies and a scholar of Disability Studies, respectively, engage in this article in a purposeful dialogue that responds to the invitation put forth by Baglieri, Bejoian, Broderick, Connor, and Valle to engage with the construct of inclusive education, writ large. Through purposeful engagement with one another's discourse communities, the authors e…
Teacher counternarratives
This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty m…
Autism as metaphor
In this paper we explore the significance of metaphor and dominant cultural narratives in current autism discourse. We briefly explore the history of metaphor in autism discourse, and outline the contemporary struggle between the culturally dominant metaphor of autism as disease and the emergent counter‐narrative of autism within neurodiversity. We argue that metaphor serves very specific purposes in autism discourse, including (1) to create a co…
Differentiating Instruction for Disabled Students in Inclusive Classrooms
Differentiating instruction, a comprehensive approach to teaching, enables the successful inclusion of all students, including the disabled, in general-education classrooms. As inclusive educators, we argue that disability is an enacted, interactional process and not an empirical, stable fact or condition. We recommend planning responsive lessons that differentiate instruction for all students from the outset, instead of modifying one for disable…
Autism as metaphor
In this paper we explore the significance of metaphor and dominant cultural narratives in current autism discourse. We briefly explore the history of metaphor in autism discourse, and outline the contemporary struggle between the culturally dominant metaphor of autism as disease and the emergent counter‐narrative of autism within neurodiversity. We argue that metaphor serves very specific purposes in autism discourse, including (1) to create a co…
Dysconscious ableism
This study draws upon King’s [1991. “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.” Journal of Negro Education 60 (2): 133–146] concept of dysconscious racism, extrapolating from it the analogous conceptual device of dysconscious ableism. We report upon data drawn from an inquiry at a US university-based teacher preparation programme, wherein we analyse our teacher education candidates’ writing through the conceptual …
Differentiating Instruction for Disabled Students in Inclusive Classrooms
Differentiating instruction, a comprehensive approach to teaching, enables the successful inclusion of all students, including the disabled, in general-education classrooms. As inclusive educators, we argue that disability is an enacted, interactional process and not an empirical, stable fact or condition. We recommend planning responsive lessons that differentiate instruction for all students from the outset, instead of modifying one for disable…
Autism, Inc
We contend that, within capitalism, the Autism Industrial Complex ( aic ) produces both autism as commodity and the normative cultural logic of intervention in relation to it. Comprised of ideological/rhetorical as well as material/economic infrastructure, we argue that the aic is not the myriad businesses and industries that capitalize and profit from it; rather, these constitute its epiphenomenal features. In the production of autism as commodi…
Teacher counternarratives
This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty m…
Differentiating Instruction for Disabled Students in Inclusive Classrooms
Differentiating instruction, a comprehensive approach to teaching, enables the successful inclusion of all students, including the disabled, in general-education classrooms. As inclusive educators, we argue that disability is an enacted, interactional process and not an empirical, stable fact or condition. We recommend planning responsive lessons that differentiate instruction for all students from the outset, instead of modifying one for disable…
Autism as metaphor
In this paper we explore the significance of metaphor and dominant cultural narratives in current autism discourse. We briefly explore the history of metaphor in autism discourse, and outline the contemporary struggle between the culturally dominant metaphor of autism as disease and the emergent counter‐narrative of autism within neurodiversity. We argue that metaphor serves very specific purposes in autism discourse, including (1) to create a co…
[Re]claiming “Inclusive Education” toward Cohesion in Educational Reform
Background/Context This article calls attention to the restrictive notions of inclusive education promulgated within the discourse of special education in the United States and asserts the value of using disability studies in education to support broader conceptualizations of inclusion that potentially incorporate all students. Purpose/Objective/Research Question/Focus of Study By dismantling the myth of the typical/average child, the authors rev…
Smartness as Property
Background/Context Two scholars who each primarily identify as a scholar of Critical Race/Whiteness Studies and a scholar of Disability Studies, respectively, engage in this article in a purposeful dialogue that responds to the invitation put forth by Baglieri, Bejoian, Broderick, Connor, and Valle to engage with the construct of inclusive education, writ large. Through purposeful engagement with one another's discourse communities, the authors e…
Teacher counternarratives
This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty m…
When the light turns blue
Ellen Brantlinger's research and activism created opportunities for scholars who seek to locate and interrupt the social processes that shape educational inequities. In this essay, we reflect on Ellen's contributions by identifying three key signposts – lessons from Ellen's work that guided our own journeys and shaped the field of disability studies in education. These signposts include the assertions that (1) qualitative research is essential to…
Dysconscious ableism
This study draws upon King’s [1991. “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.” Journal of Negro Education 60 (2): 133–146] concept of dysconscious racism, extrapolating from it the analogous conceptual device of dysconscious ableism. We report upon data drawn from an inquiry at a US university-based teacher preparation programme, wherein we analyse our teacher education candidates’ writing through the conceptual …
Autism, Inc
We contend that, within capitalism, the Autism Industrial Complex ( aic ) produces both autism as commodity and the normative cultural logic of intervention in relation to it. Comprised of ideological/rhetorical as well as material/economic infrastructure, we argue that the aic is not the myriad businesses and industries that capitalize and profit from it; rather, these constitute its epiphenomenal features. In the production of autism as commodi…
Critical autism studies
Sociology (7 works) · Epistemology (6 works) · Pedagogy (6 works) · Education Discipline and Inequality (5 works) · Gender Studies (5 works) · Political science (5 works) · Disability Education and Employment (4 works) · Disability studies (4 works) · Law (4 works) · Politics (4 works)