Humanizing Disability and Inclusive Education Research in the Global South, Gebunden

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"This edited collection offers a fascinating diversity of perspectives on disability as lived experience, disability as scholarship constituted within both local and global socio-economic structures, and disability as emancipatory insight that refuses the oppressive practices of colonial and neo-colonial states. In a socio-political transnational context disrupted by genocidal wars, environmental catastrophes, and the devastating impact of nationalist fascism on the everyday lives of disabled people across the globe, the conceptual and empirical knowledge shared within these pages promises to provide alternative ways to re-imagine transformative futures that value disability as a critical analytic in social policy and educational contexts."
---Nirmala Erevelles, Professor of Educational Leadership, Policy and Technology Studies, University of Alabama, USA

This edited volume features innovative contributions from researchers and practitioners in the global South who use qualitative methodologies to deconstruct colonial and positivist traditions in disability and inclusive education research. The editors extend ongoing intersectional dialogues in Critical Disability Studies (CDS) and Disability Critical Race Studies (DisCrit) by collaborating with leading disability scholars and activists worldwide. This collection offers innovative, humanizing, and internationally grounded disability-centric qualitative research practices that scholars, practitioners, and activists can apply in their own spaces of advocacy and praxis.

Brent C. Elder is Associate Professor of Inclusive Education at Rowan University, USA. His research and practice center on creating sustainable inclusive education practices in under-resourced schools across the US and low-resourced countries globally. His first book, The Future of Inclusive Education: Intersectional Perspectives, was co-authored with Valentina Migliarini.

Valentina Migliarini is Assistant Professor in Education Studies in the Department of Education and Social Justice at the University of Birmingham, UK. She is the Department Research Lead and an active member of the Centre for Research on Race in Education. Her work focuses on equitable access to education for multiply marginalized students, especially disabled students from migrant and forced migrant backgrounds in secondary education.