Anastasia Liasidou
Biographic Data
| ID | 759022 |
|---|---|
| NAME | Anastasia Liasidou |
| GIVEN NAMES | Anastasia |
| FAMILY NAME | Liasidou |
| SIGNATURE | LIASIDOU A |
| AFFILIATIONS | European University Cyprus |
| ORCID | 0000-0002-5686-0865 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 63 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Critical policy analysis and disability rights violations in the context of inclusion
The article employs Policy Discourse Analysis (PDA) to examine how the concept of inclusion and its human rights foundations are featured and possibly distorted in recent official documents and political rhetoric. The article also examines how parents of children with disabilities and disability organisations criticise dominant discourses enshrined in current policy documents and politicians’ rhetoric. The analysis reveals a recurrent pattern of …
Accessibility and universal design in higher education curricula
This article is based on work undertaken in a cross-national European-funded project to explore how Universal Design (UD) and Accessibility are conceptualized in Higher Education (HE) curricula across different disciplines. This paper focuses on the case of Cyprus. The study utilized corpus linguistics and thematic analysis methods to investigate to what extent and in what ways Accessibility and UD feature in HE curricula. Findings suggest that U…
Globalised discourses of ‘challenging behaviours’ and implications for their construction and management in education
The article adopts an exploratory lens to unravel the nature and construction of diagnostic labels associated with challenging behaviours while discussing their ideological underpinnings, politicized character, effects and policy implications. The non-normative nature of categories related to challenging behaviours calls for adopting a critical and cross-cultural perspective in exposing the intricately complex web of context-specific ideological …
A systematic literature review of intersectionality and disability in education
This systematic literature review synthesizes empirical analyses and applications of intersectionality in discussing disability in education. Even though intersectional methodologies have gained increased attention during the last decade, disability has rarely featured in these multi-axial analyses. The systematic review explores intersections of disability with other axes of identity and social disadvantage concerning perceptions and understandi…
Sunflowers, hidden disabilities and power inequities in higher education
The article discusses recent Higher Education (HE) initiatives to introduce the Sunflower Scheme, which enables students with hidden disabilities to ‘discreetly’ indicate the existence of a disability to access support. A significant problem related to persons with hidden disabilities lies in their frequent reluctance to disclose their disabilities because of discriminatory attitudes that arise not only due to the dominance of arbitrary fabricati…
Inclusive education as a trauma-responsive practice
The article draws interdisciplinary insights from research on trauma to theorize the ways in which inclusion can be enriched and diversified by incorporating a trauma-informed perspective that is equity-oriented and can facilitate the process of inclusive education reforms. Despite the existence of a significant body of research documenting the ways in which trauma can create, compound, and exacerbate disabilities and special educational needs, t…
Trauma-informed disability politics
The article explores the concept of ‘disability as trauma’ and discusses the ways in which this metaphor has implications for developing a more nuanced understanding of the complexity and idiosyncrasies of disability experience. Disability is not trauma, but disability and trauma share tangled histories as they can be constitutive elements of disability experiences. The hitherto disciplinary ghettoization of disability studies and critical trauma…
Disability-related bullying and its discursive formations and enactments in the social ecology of schooling
The study uses teachers’ interview narratives to explore the relationship between childhood disability and bullying. Drawing insights from literature on childhood, critical disability studies and stigma-based perspectives on bullying, the latter is reconceptualised as being a socially mediated phenomenon, which is not only experienced by children – as either victims or perpetrators – but also as being constituted by them and their lived experienc…
Disability rights in Higher Education Programs
Neoliberal versus social justice reforms in education policy and practice
This article uses critical discourse analysis in order to discuss the equity and social justice implications of an envisaged education reform agenda in Cyprus, as articulated by two consultation reports commissioned by the World Bank. The reports highlight, inter alia, the imperative to improve teaching and enhance accountability regimes with regard to students’ learning. Selected extracts from these documents are analyzed in order to highlight t…
Disabling discourses and human rights law
This article examines the symbolic power of language to construct and convey disabling discourses, albeit ample rhetoric, on the need to reinstate and safeguard disabled people's human rights and entitlements. The role of language and its discursive ramifications need to be explored and problematized in the light of legal mandates and antidiscrimination legislation to abolish stigmatizing and exclusionary regimes on the grounds of disability. Suc…
Educating leaders for social justice
In the light of policy imperatives to initiate and maintain inclusive education reforms, the role of special educational needs co-ordinators (SENCOs) in England and Wales should be reconceptualised with a view to their leading school reforms commensurate with the principles of an inclusive discourse. The article concentrates on the social justice dimension of educational leadership to advance discussion of the changing role of SENCOs. It is sugge…
The cross-fertilization of critical race theory and Disability Studies
This article discusses the ways in which insights from critical race theory can be used in order to supplement and reinforce the field of Disability Studies by highlighting the intersecting and contextually contingent ways in which the notion of disability is constructed and positioned. The cross-fertilization of critical race theory and Disability Studies can enhance understanding of the intersecting effects of racism and disablism through a ref…
Intersectional understandings of disability and implications for a social justice reform agenda in education policy and practice
This article explores the multiple and shifting ways in which disability intersects with other sources of social disadvantage. Disablism forms part of an intricate web of social conditions that subjugate certain forms of 'student-subjects' and create compounding forms of oppression and exclusion that need to be addressed through relevant education policy and practice. Intersectional understandings of disability expose the multiple dynamics that i…
Special educational needs
This article explores the contribution of sociological scholarship to understanding and analysing the notions of ‘special educational needs’ and ‘disability’ and the ways in which the two notions have been reconfigured and theorised as ‘public issues’ rather than ‘personal troubles’. Barton's contribution is signified both in terms of his contribution to the evolution of the ‘sociological imagination’ – as a powerful theoretical tool for unravell…
Politics of inclusive education policy‐making
Inclusive education policies constitute the contemporary legislative response to the education of disabled children. They can be viewed as the antidote to the historical imperatives of special education thinking, which were responsible for the disparagement and exclusion of disabled children. However, despite the extolling rhetorical proclamations that enthuse this ecumenical legislative shift, inclusive education policies can be characterized as…
Critical discourse analysis and inclusive educational policies
The legislative shift towards an inclusive education policy in Cyprus has allegedly been fragmented and contradictory. The textual hybridity of the ostensibly more inclusive policy documents prevents the realization of an inclusive discourse. Critical discourse analysis (CDA) is proposed as an emancipatory research tool that has the potential to destabilize the authoritarian discourses entrenched in educational policy agendas, thereby facilitatin…
Inclusive education policies and the feasibility of educational change
Given the ecumenical pleas and legislative imperatives for more inclusive educational policy and practice, Cyprus has been steadfastly heading towards the realignment of its educational legislation towards a more inclusive discourse. This has been especially true after the implacable criticisms that the UNESCO report cast on the Cyprus educational system in 1997. After that there were, among other things, co‐ordinated efforts to accelerate the vo…
Intersectional understandings of disability and implications for a social justice reform agenda in education policy and practice
This article explores the multiple and shifting ways in which disability intersects with other sources of social disadvantage. Disablism forms part of an intricate web of social conditions that subjugate certain forms of 'student-subjects' and create compounding forms of oppression and exclusion that need to be addressed through relevant education policy and practice. Intersectional understandings of disability expose the multiple dynamics that i…
Critical discourse analysis and inclusive educational policies
The legislative shift towards an inclusive education policy in Cyprus has allegedly been fragmented and contradictory. The textual hybridity of the ostensibly more inclusive policy documents prevents the realization of an inclusive discourse. Critical discourse analysis (CDA) is proposed as an emancipatory research tool that has the potential to destabilize the authoritarian discourses entrenched in educational policy agendas, thereby facilitatin…
Neoliberal versus social justice reforms in education policy and practice
This article uses critical discourse analysis in order to discuss the equity and social justice implications of an envisaged education reform agenda in Cyprus, as articulated by two consultation reports commissioned by the World Bank. The reports highlight, inter alia, the imperative to improve teaching and enhance accountability regimes with regard to students’ learning. Selected extracts from these documents are analyzed in order to highlight t…
The cross-fertilization of critical race theory and Disability Studies
This article discusses the ways in which insights from critical race theory can be used in order to supplement and reinforce the field of Disability Studies by highlighting the intersecting and contextually contingent ways in which the notion of disability is constructed and positioned. The cross-fertilization of critical race theory and Disability Studies can enhance understanding of the intersecting effects of racism and disablism through a ref…
Politics of inclusive education policy‐making
Inclusive education policies constitute the contemporary legislative response to the education of disabled children. They can be viewed as the antidote to the historical imperatives of special education thinking, which were responsible for the disparagement and exclusion of disabled children. However, despite the extolling rhetorical proclamations that enthuse this ecumenical legislative shift, inclusive education policies can be characterized as…
Inclusive education policies and the feasibility of educational change
Given the ecumenical pleas and legislative imperatives for more inclusive educational policy and practice, Cyprus has been steadfastly heading towards the realignment of its educational legislation towards a more inclusive discourse. This has been especially true after the implacable criticisms that the UNESCO report cast on the Cyprus educational system in 1997. After that there were, among other things, co‐ordinated efforts to accelerate the vo…
Disability-related bullying and its discursive formations and enactments in the social ecology of schooling
The study uses teachers’ interview narratives to explore the relationship between childhood disability and bullying. Drawing insights from literature on childhood, critical disability studies and stigma-based perspectives on bullying, the latter is reconceptualised as being a socially mediated phenomenon, which is not only experienced by children – as either victims or perpetrators – but also as being constituted by them and their lived experienc…
Disability rights in Higher Education Programs
Disabling discourses and human rights law
This article examines the symbolic power of language to construct and convey disabling discourses, albeit ample rhetoric, on the need to reinstate and safeguard disabled people's human rights and entitlements. The role of language and its discursive ramifications need to be explored and problematized in the light of legal mandates and antidiscrimination legislation to abolish stigmatizing and exclusionary regimes on the grounds of disability. Suc…
Educating leaders for social justice
In the light of policy imperatives to initiate and maintain inclusive education reforms, the role of special educational needs co-ordinators (SENCOs) in England and Wales should be reconceptualised with a view to their leading school reforms commensurate with the principles of an inclusive discourse. The article concentrates on the social justice dimension of educational leadership to advance discussion of the changing role of SENCOs. It is sugge…
A systematic literature review of intersectionality and disability in education
This systematic literature review synthesizes empirical analyses and applications of intersectionality in discussing disability in education. Even though intersectional methodologies have gained increased attention during the last decade, disability has rarely featured in these multi-axial analyses. The systematic review explores intersections of disability with other axes of identity and social disadvantage concerning perceptions and understandi…
Sunflowers, hidden disabilities and power inequities in higher education
The article discusses recent Higher Education (HE) initiatives to introduce the Sunflower Scheme, which enables students with hidden disabilities to ‘discreetly’ indicate the existence of a disability to access support. A significant problem related to persons with hidden disabilities lies in their frequent reluctance to disclose their disabilities because of discriminatory attitudes that arise not only due to the dominance of arbitrary fabricati…
Inclusive education as a trauma-responsive practice
The article draws interdisciplinary insights from research on trauma to theorize the ways in which inclusion can be enriched and diversified by incorporating a trauma-informed perspective that is equity-oriented and can facilitate the process of inclusive education reforms. Despite the existence of a significant body of research documenting the ways in which trauma can create, compound, and exacerbate disabilities and special educational needs, t…
Trauma-informed disability politics
The article explores the concept of ‘disability as trauma’ and discusses the ways in which this metaphor has implications for developing a more nuanced understanding of the complexity and idiosyncrasies of disability experience. Disability is not trauma, but disability and trauma share tangled histories as they can be constitutive elements of disability experiences. The hitherto disciplinary ghettoization of disability studies and critical trauma…
Special educational needs
This article explores the contribution of sociological scholarship to understanding and analysing the notions of ‘special educational needs’ and ‘disability’ and the ways in which the two notions have been reconfigured and theorised as ‘public issues’ rather than ‘personal troubles’. Barton's contribution is signified both in terms of his contribution to the evolution of the ‘sociological imagination’ – as a powerful theoretical tool for unravell…
Inclusive education policies and the feasibility of educational change
Given the ecumenical pleas and legislative imperatives for more inclusive educational policy and practice, Cyprus has been steadfastly heading towards the realignment of its educational legislation towards a more inclusive discourse. This has been especially true after the implacable criticisms that the UNESCO report cast on the Cyprus educational system in 1997. After that there were, among other things, co‐ordinated efforts to accelerate the vo…
Politics of inclusive education policy‐making
Inclusive education policies constitute the contemporary legislative response to the education of disabled children. They can be viewed as the antidote to the historical imperatives of special education thinking, which were responsible for the disparagement and exclusion of disabled children. However, despite the extolling rhetorical proclamations that enthuse this ecumenical legislative shift, inclusive education policies can be characterized as…
Critical discourse analysis and inclusive educational policies
The legislative shift towards an inclusive education policy in Cyprus has allegedly been fragmented and contradictory. The textual hybridity of the ostensibly more inclusive policy documents prevents the realization of an inclusive discourse. Critical discourse analysis (CDA) is proposed as an emancipatory research tool that has the potential to destabilize the authoritarian discourses entrenched in educational policy agendas, thereby facilitatin…
Special educational needs
This article explores the contribution of sociological scholarship to understanding and analysing the notions of ‘special educational needs’ and ‘disability’ and the ways in which the two notions have been reconfigured and theorised as ‘public issues’ rather than ‘personal troubles’. Barton's contribution is signified both in terms of his contribution to the evolution of the ‘sociological imagination’ – as a powerful theoretical tool for unravell…
Intersectional understandings of disability and implications for a social justice reform agenda in education policy and practice
This article explores the multiple and shifting ways in which disability intersects with other sources of social disadvantage. Disablism forms part of an intricate web of social conditions that subjugate certain forms of 'student-subjects' and create compounding forms of oppression and exclusion that need to be addressed through relevant education policy and practice. Intersectional understandings of disability expose the multiple dynamics that i…
Educating leaders for social justice
In the light of policy imperatives to initiate and maintain inclusive education reforms, the role of special educational needs co-ordinators (SENCOs) in England and Wales should be reconceptualised with a view to their leading school reforms commensurate with the principles of an inclusive discourse. The article concentrates on the social justice dimension of educational leadership to advance discussion of the changing role of SENCOs. It is sugge…
The cross-fertilization of critical race theory and Disability Studies
This article discusses the ways in which insights from critical race theory can be used in order to supplement and reinforce the field of Disability Studies by highlighting the intersecting and contextually contingent ways in which the notion of disability is constructed and positioned. The cross-fertilization of critical race theory and Disability Studies can enhance understanding of the intersecting effects of racism and disablism through a ref…
Neoliberal versus social justice reforms in education policy and practice
This article uses critical discourse analysis in order to discuss the equity and social justice implications of an envisaged education reform agenda in Cyprus, as articulated by two consultation reports commissioned by the World Bank. The reports highlight, inter alia, the imperative to improve teaching and enhance accountability regimes with regard to students’ learning. Selected extracts from these documents are analyzed in order to highlight t…
Disabling discourses and human rights law
This article examines the symbolic power of language to construct and convey disabling discourses, albeit ample rhetoric, on the need to reinstate and safeguard disabled people's human rights and entitlements. The role of language and its discursive ramifications need to be explored and problematized in the light of legal mandates and antidiscrimination legislation to abolish stigmatizing and exclusionary regimes on the grounds of disability. Suc…
Disability rights in Higher Education Programs
Trauma-informed disability politics
The article explores the concept of ‘disability as trauma’ and discusses the ways in which this metaphor has implications for developing a more nuanced understanding of the complexity and idiosyncrasies of disability experience. Disability is not trauma, but disability and trauma share tangled histories as they can be constitutive elements of disability experiences. The hitherto disciplinary ghettoization of disability studies and critical trauma…
Disability-related bullying and its discursive formations and enactments in the social ecology of schooling
The study uses teachers’ interview narratives to explore the relationship between childhood disability and bullying. Drawing insights from literature on childhood, critical disability studies and stigma-based perspectives on bullying, the latter is reconceptualised as being a socially mediated phenomenon, which is not only experienced by children – as either victims or perpetrators – but also as being constituted by them and their lived experienc…
Inclusive education as a trauma-responsive practice
The article draws interdisciplinary insights from research on trauma to theorize the ways in which inclusion can be enriched and diversified by incorporating a trauma-informed perspective that is equity-oriented and can facilitate the process of inclusive education reforms. Despite the existence of a significant body of research documenting the ways in which trauma can create, compound, and exacerbate disabilities and special educational needs, t…
Sunflowers, hidden disabilities and power inequities in higher education
The article discusses recent Higher Education (HE) initiatives to introduce the Sunflower Scheme, which enables students with hidden disabilities to ‘discreetly’ indicate the existence of a disability to access support. A significant problem related to persons with hidden disabilities lies in their frequent reluctance to disclose their disabilities because of discriminatory attitudes that arise not only due to the dominance of arbitrary fabricati…
A systematic literature review of intersectionality and disability in education
This systematic literature review synthesizes empirical analyses and applications of intersectionality in discussing disability in education. Even though intersectional methodologies have gained increased attention during the last decade, disability has rarely featured in these multi-axial analyses. The systematic review explores intersections of disability with other axes of identity and social disadvantage concerning perceptions and understandi…
Accessibility and universal design in higher education curricula
This article is based on work undertaken in a cross-national European-funded project to explore how Universal Design (UD) and Accessibility are conceptualized in Higher Education (HE) curricula across different disciplines. This paper focuses on the case of Cyprus. The study utilized corpus linguistics and thematic analysis methods to investigate to what extent and in what ways Accessibility and UD feature in HE curricula. Findings suggest that U…
Globalised discourses of ‘challenging behaviours’ and implications for their construction and management in education
The article adopts an exploratory lens to unravel the nature and construction of diagnostic labels associated with challenging behaviours while discussing their ideological underpinnings, politicized character, effects and policy implications. The non-normative nature of categories related to challenging behaviours calls for adopting a critical and cross-cultural perspective in exposing the intricately complex web of context-specific ideological …
Critical policy analysis and disability rights violations in the context of inclusion
The article employs Policy Discourse Analysis (PDA) to examine how the concept of inclusion and its human rights foundations are featured and possibly distorted in recent official documents and political rhetoric. The article also examines how parents of children with disabilities and disability organisations criticise dominant discourses enshrined in current policy documents and politicians’ rhetoric. The analysis reveals a recurrent pattern of …
Sociology (16 works) · Political science (15 works) · Law (13 works) · Law (12 works) · Disability Rights and Representation (11 works) · Politics (11 works) · Gender Studies (9 works) · Disability studies (8 works) · Social science (8 works) · Gender Studies (7 works)