Disrupting deficit dialogues with literature
Bibliographic Data
| ID | 13017129 |
|---|---|
| Authors | Jeanne Connelly (0000-0002-8261-2435, Metropolitan State University of Denver, corresponding author), H Emily Hayden (0000-0001-6186-5444, Iowa State University), Angela M T Prince (0000-0003-2704-9464, Iowa State University) |
| Year | 2022 |
| Volume | 17 |
| Issue | 1 |
| Pages | 17-30 |
| Publication date | 2022-05-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jme-03-2022-0041 |
| OpenAlex | W4280651363 |
| Language | EN |
| References cited | 19 |
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 develop a three-dimensional model for educators. The authors synthesized interdisciplinary fields to provide educators guidance for planning, teaching and assessing student learning using such books. Findings The 3-D Model: Disrupting Deficit Dialogues with Literature (3-D model) is a framework that educators can use to evaluate SEB differences representation in books, deliver instruction that supports students’ critical thinking and assess student gains in literacy and social–emotional learning. This tool helps educators develop inclusive, interdisciplinary instruction, embedding social–emotional learning competencies in literacy lessons that disrupt deficit dialogues about SEB differences. Originality/value While other frameworks exist for evaluating books portraying characters with differences, they are not solely focussed on the assets of children with social/emotional/ behavioural differences. The 3-D model supports interdisciplinary instruction to meet mandated standards, incorporating concepts from disability studies in education into multicultural education. There is little research or guidance for educators in this field. However, challenging assumptions about disability and societal norms foregrounds possibilities for change as a foundation of multiculturalism
Ableism · Developmental psychology · Disability studies · Equity (law · Learning disability · Literacy · Multiculturalism · Originality · Pedagogy · Sociology · Special education · Value (mathematics · Computer Science · Hearing Impairment and Communication · Inclusion and Disability in Education and Sport · Inclusive Education and Diversity · Psychology · Social Psychology
Promoting Social Inclusion in Educational Settings
Critical Literacy as a Way of Being and Doing
Transformative Social and Emotional Learning (SEL)
The “words inside”
Subjectivity and Intersubjectivity in the Teaching and Learning of Writing
Disability studies and inclusive education — implications for theory, research, and practice
Dis/entangling critical disability studies
Connecting Universal Design for Learning With Culturally Responsive Teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |