Jeanne Connelly
Biographic Data
| ID | 6689528 |
|---|---|
| NAME | Jeanne Connelly |
| GIVEN NAMES | Jeanne |
| FAMILY NAME | Connelly |
| SIGNATURE | CONNELLY J |
| AFFILIATIONS | Metropolitan State University of Denver |
| ORCID | 0000-0002-8261-2435 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Humanising portrayals of children with psycho-social differences in children’s and young adult literature
Children who are othered due to their psycho-social differences have a right to academic, social, and emotional inclusion in schools. Inclusion can be facilitated using children’s and young adult literature (C/YAL), yet characters with psycho-social differences are rarely represented and may be portrayed using a deficit perspective. This study centres on Humanising Pedagogy, creating classroom dialogue that explicitly names humanising constructs …
Disrupting deficit dialogues with literature
Purpose This paper aims to connect disability studies to multicultural education. This paper advances equity discussions and positions educators as interrupters of deficit dialogues that exclude students with social/emotional/behavioural (SEB) differences, disrupting the ableism that is present in schools. Design/methodology/approach The authors studied current children’s and young adult literature with representation of SEB differences to develo…
No prominent works on this page.
Disrupting deficit dialogues with literature
Purpose This paper aims to connect disability studies to multicultural education. This paper advances equity discussions and positions educators as interrupters of deficit dialogues that exclude students with social/emotional/behavioural (SEB) differences, disrupting the ableism that is present in schools. Design/methodology/approach The authors studied current children’s and young adult literature with representation of SEB differences to develo…
Humanising portrayals of children with psycho-social differences in children’s and young adult literature
Children who are othered due to their psycho-social differences have a right to academic, social, and emotional inclusion in schools. Inclusion can be facilitated using children’s and young adult literature (C/YAL), yet characters with psycho-social differences are rarely represented and may be portrayed using a deficit perspective. This study centres on Humanising Pedagogy, creating classroom dialogue that explicitly names humanising constructs …
Pedagogy (2 works) · Psychology (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Sociology (2 works) · Special education (2 works) · Ableism (1 work) · Agency (philosophy (1 work) · Child Development and Digital Technology (1 work) · Children's Rights and Participation (1 work)