KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2013)
Course Number/Program Name INED 8900
Department INED
Degree Title (if applicable) Ed.S/Ed.D in Special Education
Proposed Effective Date Summer 2014
Check one or more of the following and complete the appropriate sections:
Sections to be Completed
X New Course Proposal
II, III, IV, V, VII
Course Title Change
I, II, III
Course Number Change
I, II, III
Course Credit Change
I, II, III
Course Prerequisite Change
I, II, III
Course Description Change
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new
course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as
part of a new program. Current catalog information (Section I) is required for each existing
course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Not Approved
Leena N. Her_____
Faculty Member
Date
Karen Kuhel
Department Curriculum Committee
Date
Patricia McHatton
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
INED 8900
Date
1
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
Description (or Current Degree Requirements)
II.
___
___
___
___
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___INED 8900__________________
Course Title __Epistemological Stance and Theoretical Frameworks in Education____
Class Hours 3 ____Laboratory Hours__0_____CreditHours___3_____
Prerequisites Admission to the Ed.S/Ed.D or Instructor/Program Coordinator Approval
Description (or Proposed Degree Requirements)
This course will introduce candidates to theoretical and conceptual frameworks in education research
and practice. Candidates will engage with concepts such as history in person, figured worlds, and
apply theoretical frameworks in critical theory, critical curriculum studies and disability studies to their
analysis of topics in special education. They will also apply these theories to practice, and develop
alternative critical pedagogies to meet the challenge of providing socially just and equitable schooling
for all students.
III.
Justification
A dichotomy between practice and theory continues to structure discourse and practice in education. It is
not uncommon to see educators and researchers positioned, and positioning each other, at two ends of the
education spectrum. This course proceeds from the viewpoint that this is a false dichotomy that continues
to misguide educational practice and reform. Instead of approaching theory and practice as two separate
phenomena that “teachers” or “researchers” do, this course examines how theory is embedded in every act
of educational practice and theorizing. By decentering the binary of theory and practice candidates will
be able to reflexively examine how particular epistemologies guide educational practice.
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2
IV.
Additional Information (for New Courses only)
Instructor: Leena Her
Text:
Gabel, S. L. (2005). Disability Studies in Education. New York: Peter Lang.
Levinson, B. A. (2011). Beyond Critique: Exploring Critical Social Theories and Education.
Boulder, CO: Paradigm Publishers.
Additional readings pertinent to the weekly topics (see last page of syllabus)
Prerequisites: Acceptance into Ed.S/Ed.D SPED Program
Objectives:
1. Candidates will engage with, and read, primary theoretical text.
2. Candidates will develop an understanding of educational theory and critically examine how it
is applied in special education research and practice.
3. Candidates will develop a conceptual/theoretical language to develop their analytic skills and
critique special education practice.
4. Candidate will critically reflect on educational epistemologies and how they shape special
education research and practice.
5. Candidates will apply theoretical/conceptual frameworks to a topic in special education
centered on critical pedagogy, culturally responsive teaching, and inclusion.
Instructional Method
Face to Face, Hybrid, Online (upon approval)
Method of Evaluation
Critical Reflection of Theory and Epistemology in Special Education
Based on the readings this week, write a 1000 word essay on the importance of understanding
theoretical/conceptual and epistemological frameworks in special education practice and theory.
Critical Application Essay
The purpose of the critical application essay is to help you to understand the readings. You will
synthesize and critically examine different theoretical perspectives in education and apply it to
special education research and practice.
You are expected to write a total of five essays for each of the theoretical/conceptual frames we
read in this course. Each essay should be between 600-1000 words.
Developing a Conceptual Tool Kit
Keep a list of theoretical vocabulary relevant to your research interests (at least 15 terms)
Identify the term, the definition, key theorists. Select 3-5 terms from the list and briefly describe
how the terms may help you to think about your research interests.
See Raymond Williams, Key Words and Marxism and the Philosophy of Language for a
collection of theoretical terms and concepts he collected and defined.
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3
Bridging Theory with Practice in Special Education
For your final project you will critically examine an issue/topic/problem in special
education through the lens of one of the theoretical/conceptual frameworks we have read
in class. The issue/topic/problem must be situated in your teaching/field experience site. A
review of literature (minimum 7 articles) must be read to provide context for the problem.
Your analysis should include a recommendation based on your analysis.
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
N/A
N/A
N/A
N/A
_________
__________
TOTAL
$1000
Funding Required Beyond
Normal Departmental Growth
NO
This course replaces an existing course. No funds are needed beyond library resources
($1000) to purchase books and support journal subscriptions.
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
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DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
Special Education/Inclusive Education
8900
Theoretical Frameworks in Education
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
3-0-3
Summer 2014
Grades Allowed
required as prerequisites
None
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
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5
VII Attach Syllabus
I.
COURSE NUMBER: INED 8900
COURSE TITLE: Epistemological Stance and Theoretical Frameworks in Special
Education
COLLEGE OR SCHOOL: BCOE
SEMESTER/TERM & YEAR:
II.
INSTRUCTOR: Varies
TELEPHONE:
FAX:
EMAIL:
OFFICE HOURS:
III.
CLASS MEETINGS:
IV.
TEXTS:
Required:
Gabel, S. L. (2005). Disability Studies in Education. New York: Peter Lang.
Levinson, B. A. (2011). Beyond Critique: Exploring Critical Social Theories and Education. Boulder,
CO: Paradigm Publishers.
Additional readings pertinent to the weekly topics (see last page of syllabus)
V. CATALOG COURSE DESCRIPTION
This course will introduce candidates to theoretical and conceptual frameworks in education research and
practice. Candidates will engage with concepts such as history in person, figured worlds, and apply
theoretical frameworks in critical theory, critical curriculum studies and disability studies to their analysis
of topics in special education. They will also apply these theories to practice, and develop alternative
critical pedagogies to meet the challenge of providing socially just and equitable schooling for all
students.
VI.
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PURPOSE/RATIONALE
6
A dichotomy between practice and theory continues to structure discourse and practice in education. It is
not uncommon to see educators and researchers positioned, and positioning each other, at two ends of the
education spectrum. This course proceeds from the viewpoint that this is a false dichotomy that continues
to misguide educational practice and reform. Instead of approaching theory and practice as two separate
phenomena that “teachers” or “researchers” do, this course examines how theory is embedded in every act
of educational practice and theorizing. By decentering the binary of theory and practice candidates will
be able to reflexively examine how particular epistemologies guide educational practice.
Course Objectives:
1.
2.
3.
4.
5.
Candidates will engage with, and read, primary theoretical text.
Candidates will develop an understanding of educational theory and critically examine how it is
applied in special education research and practice.
Candidates will develop a conceptual/theoretical language to develop their analytic skills and
critique special education practice.
Candidate will critically reflect on educational epistemologies and how they shape special
education research and practice.
Candidates will apply theoretical/conceptual frameworks to a topic in special education centered
on critical pedagogy, culturally responsive teaching, and inclusion.
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative Development of Expertise in Teaching, Learning and Leadership
Our vision as a nationally recognized Educator Preparation Program (EPP) is to remain at the forefront of
educator preparation. Informed by responsive engagement in collaborative partnerships, we advance
educational excellence through innovative teaching in an ever-changing global and digital learning
environment. Our mission is to prepare educators to improve student learning within a collaborative
teaching and learning community through innovative teaching, purposeful research, and engaged service.
The essence of our vision and mission is captured in the theme Collaborative Development of Expertise in
Teaching, Learning and Leadership which was adopted in 2002 to express concisely the fundamental
approach to educator preparation at KSU.
The Educator Preparation Program (EPP) at Kennesaw State University is committed to developing
expertise among candidates in initial and advanced programs as teachers, teacher leaders and school
leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and to enhance the
structures that support all learning. To that end, the EPP fosters the development of candidates as they
progress through stages of growth from novice to proficient to expert and leader. Within the EPP
conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be
effective, teachers and educational leaders must embrace the notion that teaching and learning are
entwined and that only through the implementation of validated practices can all students construct
meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and
learning process. Finally, the EPP recognizes, values and demonstrates collaborative practices across the
college and university and extends collaboration to the community-at-large. Through this collaboration
with professionals in the university, local communities, public and private schools and school districts,
parents and other professional partners, the EPP meets the ultimate goal of bringing all of Georgia’s
students to high levels of learning.
Knowledge Base
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7
Teacher development is generally recognized as a continuum that includes four phases: pre- service,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that
the concept of expertise is central to analyzing the teaching-learning process, the teacher education
faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers
and teacher leaders. Researchers describe how during the continuum phases, teachers progress from
being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance
in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of
continued development.
The knowledge base for methods of teaching students learning English continues to develop rapidly.
Current directions include multiple intelligence models, content-based instruction, and L1/L2
approaches to teaching and learning. The field draws on research literature in the areas of second
language acquisition, bilingualism and cognition, L1/L2 literacy, and social justice.
Theoretical Framework for the Ed.D. & Ed.S. in Teaching Field Majors
Conceptual
Theoretical
Contextual
Learner
Practice
Informed pedagogical approaches arise from teachers’ critical understandings of Theoretical/Conceptual,
Contextual, and Practical/Applied influences on the learner. The belief that all students can learn when
the learner is the pedagogical core—promoted by Weimer (2002)—is the foundation of this program.
Within this learner-centered conceptual framework, learners are embodied as P-16 students, pre-service
candidates, teachers, teacher-leaders, and school and district leaders and administrators, all of whom
engage in a coherent, learner-centered approach (Copland & Knapp, 2006). According to Lambert and
McCombs (2000) and Alexander and Murphy (2000), the confluence of Practical, Contextual, and
Conceptual Critical Understandings forms a lens for understanding Learner-Centered Psychological
Principles.Within the Education and Research Core and the Teaching Field Pedagogy core courses, the
candidates are introduced to key theories/concepts which are then examined according to the context of
their teaching situation addressing issues of grade level, diversity, and school type. The assessments of the
key theories/concepts in the courses, including formal and informal, are practical, which means the
candidates apply the theories/concepts in a practical situation, such as a 7th grade science classroom.
VII. POLICIES:
EPP Diversity Statement
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8
The KSU Educator Preparation Provider (EPP) believes all learners are entitled to equitable educational
opportunities. To that end, programs within the EPP consist of curricula, field experiences, and clinical
practice that promote candidates’ development of knowledge, skills, and professional dispositions related
to diversity identified in the unit’s conceptual framework, including the local community, Georgia, the
nation, and the world. Curricula and applied experiences are based on well-developed knowledge
foundations for, and conceptualizations of, diversity and inclusion so that candidates can apply them
effectively in schools. Candidates learn to contextualize teaching and draw effectively on representations
from the students’ own experiences and cultures. They learn to collaborate and engage with families in
ways that value the resources, understandings, and knowledge that students bring from their home lives,
communities and cultures as assets to enrich learning opportunities. Candidates maintain high
expectations for all students (including English learners, students with exceptionalities and other
historically marginalized and underrepresented students), and support student success through researchbased culturally, linguistically, and socially relevant pedagogies and curricula.
Technology
Technology Standards & Use: Technology Standards for Educators are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated throughout
the master teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the courses, candidates
will be provided with opportunities to explore and use instructional media, especially microcomputers,
to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and
Internet, feel confident to design multimedia instructional materials, and use various software. Library
research required in this course is supported by the Galileo system. D2L is a tool available to use for
distance learning and will also be the primary mode of communication, especially in case of weather
related notices regarding class. Course materials will be posted on D2L two to three weeks before they
are discussed in class.
VIII. COURSE GOALS AND OBJECTIVES: The objectives of this course are consistent with the
EPP Advanced Proficiencies, EDD/EDS program standards, and SPED EDD/EDS program standards.
EDD Performance Outcome
1. Candidates foster a responsive,
learner-centered educational
environment that promotes
collaboration and democratic
participation for student
learning and may include coteaching.
INED 8900
SPED EDD/EDS Objectives
Candidates apply a critical lens
to collaboration among key
stakeholders to promote
equitable practices within
culturally responsive and
sustaining educational contexts
leading to improved outcomes
for all learners.
Course Objective
Knowledge,
Skills,
Dispositions
(Advanced CPI)
2.1 (D)
2.2 (K;S;D)
2.3 (K;S)
2.4 (K;S)
2.5 (K;S)
2.6 (K;S)
Activities, Coursework,
Assignments & Key
Assessments
9
2. Candidates demonstrate
pedagogical approaches which
incorporate contextual,
theoretical/conceptual, and
practical influences on the
learner and learning.
3. Candidates advance teaching
and learning through the
innovative use of technology
based on sound educational
theory and knowledge of the
learner.
4. Candidates demonstrate indepth foundational knowledge
of content-based research,
scholarship, and socio-political
influences in the teaching field
and use this knowledge to
analyze and interpret problems
and implement solutions within
their profession.
5. Candidates demonstrate and
apply various types of
assessment to inform the
learner’s ability to analyze,
monitor, and improve their
learning as well as interpret and
use data to inform their own
pedagogical effectiveness.
6. Candidates engage in scholarly,
applied research to advance
knowledge of teaching, the
learner, and/or learning.
1.2 (K;S)
1.3 (K;S)
1.4 (K;S;D)
2.1 - 2.6 (K;S;D)
1.2 (K;S)
2.1 – 2.6 (K;S;D)
2.4 (K;S)
Candidates demonstrate an
understanding of how historical
legacies, legislation, and
litigation have served to both
include and segregate students
with disabilities and utilize this
knowledge to serve as change
agents within educational and
community settings.
1. Candidates will
engage with, and read,
primary theoretical text.
2. Candidates will
develop an
understanding of
educational theory and
critically examine how
it is applied in special
education research and
practice.
1.1 (K)
1.2 (K;S)
3.1 (K;D)
3.2 (K;D)
3.3 (D)
3.4 (D)
3.5 (D)
2.4 (K;S)
2.5 (K;S)
3.2 (K;D)
Candidates engage in inquiry
based learning as both
consumer and producer of
research. Drawing from
theoretical and conceptual
frameworks in educational
research they apply these
theories to their practice and
develop alternative critical
pedagogies to provide socially
just schooling for all students.
3. Candidates will
develop a
conceptual/theoretical
language to develop
their analytic skills and
critique special
education practice.
3.2 (K;D)
3.5 (D)
7. Candidates reflect on their
professional, scholarly practice,
and analyze the ways in which
they have changed in their
thinking, beliefs, or behaviors
toward improved learnercentered practices.
Candidates are knowledgeable
of critical issues within the field
of special/education and engage
in critical reflection, which
involves taking an inquiry
stance, relating theory to
practice, stating an argument
and supporting it with evidence,
making comparisons and
evaluating their own
positionalities and
epistemologies.
4. Candidate will
critically reflect on
educational
epistemologies and how
they shape special
education research and
practice.
3.2 (K;D)
8. Candidates support academic
and linguistic needs of the
learner, enhance cultural
understandings, and increase
global awareness of all
students.
Candidates move beyond a
culturally responsive
framework by adopting a
reflexive multicultural approach
that validates and sustains the
cultural identity of learners.
INED 8900
Developing a Conceptual
Tool Kit
Critical Application Essay
Critical Reflection of Theory
and Epistemology in Special
Education
1.4 (K;S;D)
2.1 – 2.6 (K;S;D)
10
9. Candidates demonstrate
professional dispositions,
fluency of academic language
in a variety of contexts, , and
ethical practice expected of an
engaged scholar-practitioner.
10.
1.4(K;D)
2.1 (D)
2.2 (K;S;D)
3.1 – 3.5 (K;D)
Candidates employ a critical
lens to dismantle, reconfigure,
and construct equitable
educational institutions by
identifying and challenging
power and ideology in teaching
practices, curricular materials,
and education reform efforts.
5. Candidates will apply
theoretical/conceptual
frameworks to a topic in
special education
centered on critical
pedagogy, culturally
responsive teaching, and
inclusion.
Bridging Theory with
Practice in Special
Education
IX. COURSE REQUIREMENTS & ASSIGNMENTS
Critical Reflection of Theory and Epistemology in Special Education
Based on the readings this week, write a 1000 word essay on the importance of understanding
theoretical/conceptual and epistemological frameworks in special education practice and theory.
Critical Application Essay
The purpose of the critical application essay is to help you to understand the readings. You will synthesize
and critically examine different theoretical perspectives in education and apply it to special education
research and practice.
You are expected to write a total of five essays for each of the theoretical/conceptual frames we read in
this course. Each essay should be between 600-1000 words.
Developing a Conceptual Tool Kit
Keep a list of theoretical vocabulary relevant to your research interests (at least 15 terms)
Identify the term, the definition, key theorists. Select 3-5 terms from the list and briefly describe how the
terms may help you to think about your research interests.
See Raymond Williams, Key Words and Marxism and the Philosophy of Language for a collection of
theoretical terms and concepts he collected and defined.
Key Assessment: Bridging Theory with Practice in Special Education
For your final project you will critically examine an issue/topic/problem in special education
through the lens of one of the theoretical/conceptual frameworks we have read in class. The
issue/topic/problem must be situated in your teaching/field experience site. A review of literature
(minimum 7 articles) must be read to provide context for the problem. Your analysis should include
a recommendation based on your analysis.
X. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism
and cheating, unauthorized access to University materials, misrepresentation/falsification of
INED 8900
11
University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes either an "informal"
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure,
which may subject a student to the Code of Conduct's minimum one semester suspension
requirement.
XI. ATTENDANCE POLICY:
The expectations for attending class are in accordance with the Graduate Catalogue. Regular
attendance is required for all scheduled classes in that the candidate is responsible for obtaining all
materials, instruction, etc. presented during class. Attendance at all class meetings (face-to-face,
synchronous, and asynchronous) is stressed because of the interactive nature of the class. As a
community of learners we are diminished if any one of us is absent. Not all material covered will
be found in the required readings. You are required to inform the instructor in advance of your
absence. Attendance will be monitored and reflected in the class participation/attendance points
(see KSU Graduate Catalog).
CANDIDATE EXPECTATIONS FOR ENGAGEMENT AND PARTICIPATION:
It is expected that candidates not only attend classes online and/or in person (face-to-face) depending
on the delivery mode of the class, but also contribute to discussion boards thoroughly prepared.
“Thoroughly prepared” is defined as having read the readings well enough to verbally and in writing
state the definitions of terms from the readings; discuss ideas, notions, concepts, issues, and
procedures in relation to previous information presented in class, online, or in previous readings; and
apply the information from the readings to problems. It also implies the candidate has reviewed
information from the previous class meetings. When information from the readings is unclear, the
candidate should prepare questions to discuss in class. In addition, group members can ask candidates
who are not contributing equally to the development of the presentation to be removed from their
group.
Various cooperative learning group activities - in class and online - will enable candidates to apply
new skills and knowledge. Each candidate has something unique to contribute to the class
experience that will facilitate the learning of other class members. For full credit, candidates must
demonstrate professionalism by:
a) Participating fully in collaborative group work and focus groups
b) Practicing active listening during presentations
c) Refraining from working on other assignments during class presentations (or checking
email)
All assignments must be submitted on or before the class meeting on the assigned due date. All
grading will be done as objectively as possible. Rubrics will be provided for class presentations,
postings, facilitation, and projects. In case of qualitative assessment, evaluation will be based on
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instructor judgment. Points will be cumulative and final course grades will be based on the percent
of total points earned (i.e., A = 100 - 90%, B = 89 - 80%, etc.).
DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior that disrupts the
learning environment. Consistent with the belief that your behavior can interrupt the learning of
others, behavior that fits the University's definition of disruptive behavior will not be tolerated.
Candidates should refer to the University Catalog to review this policy.
HUMAN RELATIONS:
The University has formulated a policy on human relations that is intended to provide a learning
environment that recognizes individual worth. That policy is found in the University Catalog. It is
expected, in this class, that no Professional should need reminding but the policy is there for your
consideration. The activities of this class will be conducted in both the spirit and the letter of that
policy.
XII. COURSE OUTLINE
What follows is a tentative schedule (subject to change with notice). Course requirements and
homework assignments are indicated on the chart below, but the weekly agendas will provide the
specific due dates.
Class Session
Topic
Assignment/Reading for
Next Week
Assignment Due
Critical Reflection
of Theory and
Epistemology in
Special Education
1.
Introduction to the course
Syllabus overview
2.
Conceptual/Theoretical Lens and Education
Research/Practice
Popkewitz
3.
Figured Worlds
Holland et. al., entire book
4.
Figured Worlds
Hatt
Critical
Application Essay
1
5.
Independent meeting with Dr. Her by
appointment to discuss final class project.
History in Person
Holland and Lave
Critical
6.
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13
Willis
Linger
7.
Critical Theory
Levinson, entire book
8.
Critical Theory
Select from:
Anderson
Giroux
Willis
Bourdieu
Bartlett
Baker
Bettie
9.
Disability Studies
10.
Disability Studies
Gabel
Davis, selections
Davis, selections
Danforth & Gabel, selections
11.
Independent work
12.
13.
Critical Curriculum Studies
Critical Curriculum Studies
14.
Wrapping Up: Review of Course Topics
15.
Final Project Presentation
Apple, selections
Au, selections
Application Essay
2
Critical
Application Essay
3
Critical
Application Essay
4
Critical
Application Essay
5
Additional Readings:
Apple, M. (2004). Ideology and Curriculum. New York: Routledge
Au, W. (2011). Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing.
Florence, KY: Routledge.
Anderson, J.D. (1998). The Education of Blacks in the South: 1860-1935. Chapel Hill: University of
North Carolina Press.
Bartlett, L. (2010). The Word and the World: The Cultural Politics of Literacy in Brazil. Cresskill, NJ:
Hampton Press.
Baker, B. (2001). In Perpetual Motion: Theories of Power, Educational Theory, and the Child. New
York: Peter Lang.
Bettie, J. (2002). Women without Class: Girls, Race, and Identity. Berkeley and Los Angeles:
University of California Press.
Bourdieu, P. (1977). Outline of a Theory of Practice. Cambridge: Cambridge University Press.
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14
Davis, L. (2013). The Disability Studies Reader. New York: Routledge.
Danforth, S., & Gabel, S. L. (2007). Vital Questions Facing Disability Studies in Education. New York:
Peter Lang.
Giroux, H. (2005). Border Crossings: Cultural Workers and the Politics of Education. 2nd Ed. New
York: Routeldge.
Hatt, B. (2012) Smartness as a Cultural Practice in Schools. American Educational Research Journal.
49(3), 438-460.
Holland, D., Lachicotte Jr., W., Skinner, D., Cain, C. (2001). Identity and Agency in Cultural Worlds.
Cambridge: Harvard University Press.
Popkewitz, T.S. (1997). A Changing Terrain of Knowledge and Power: A Social Epistemology of
Education Research. Education Researcher 26 (9):18-29
Willis, P.E. (1981). Learning to Labor: How Working Class Kids Get Working Class Jobs. New York:
Columbia University Press.
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