This collection offers first-hand accounts, research studies and in-depth theoretical explorations of disabled children's childhoods. The accounts oppose the global imposition of problematic views of disability and childhood and instead, offer an open discussion of responsive and ethical research approaches.
David Abbott, University of Bristol, UK Tsitsi Chataika, University of Zimbabwe, Zimbabwe Harriet Cooper, Birkbeck, University of London, UK Linda Derbyshire, Manchester Metropolitan University, UK Dan Goodley, University of Sheffield, UK Shaun Grech, Manchester Metropolitan University, UK Freyja Haraldsdottir, University of Iceland, Iceland Rebecca Lawthom, Manchester Metropolitan University, UK Judith McKenzie, University of Cape Town, South Africa Sonali Shah, University of Leeds, UK Jo Skitteral, Independent Researcher, UK Jenny Slater, Sheffield Hallam University, UK
Title: Disabled Children's Childhood Studies: Critical Approaches in a Global Context
Author:
ISBN: 9781349435555
Binding:
Publisher: Palgrave Macmillan
Publication Date: 2013-01-01
Number of Pages: 204
Weight: 2.8721 kg
This powerful book should be essential reading not just for students and researchers ... For professionals who work with disabled children and their families, reading Disabled Children's Childhood Studies may illustrate how a shift in their understandings of, and attitude towards, childhood and disability brings huge changes in children's lives. - Disability & Society
The book is a welcome contribution to disabled children's childhood studies because it is well written and provides insightful views, authentic voices and critical analyses of current theories. - Childhood
'This innovative and challenging book aims to reconstruct the central narrative of disabled children's childhoods. It moves thinking outside of the developmental paradigm and away from a focus on health or service-related models, presenting challenges to the ableist hegemony. In doing so, Disabled Children's Childhood Studies reinstates disabled children as children first.' -Child Care in Practice
The book contains chapters written by a diverse range of authors with varied experiences. Authors include disabled children and their families, educators, and researchers from countries in both the global North and South. Having such a diverse group of authors encourages knowledge sharing and dialogue on more equitable terms, as the book is not dominated by one voice from a particular demographic, be that related to geography, age, or ability. The diversity of voices also makes for an engaging read, and the personal accounts help to concretely contextualize the ideas presented theoretically. - The Canadian Journal of Occupational Therapy
