Dis/abled Childhoods? / Progress in Mathematics (PDF)
A Transdisciplinary Approach
(Sprache: Englisch)
This edited collection explores the intersectionality of childhood and disability. Whereas available scholarship tends to concentrate on care-giving, parenting, or supporting and teaching children and young people with special educational needs and...
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This edited collection explores the intersectionality of childhood and disability. Whereas available scholarship tends to concentrate on care-giving, parenting, or supporting and teaching children and young people with special educational needs and disabilities, the contributors to this collection offer an engaging and accessible insight into childhoods that are impacted by disability and impairment. The discussions cut across traditional disciplinary divides and offer critical insights into the key issues that relate to disabled children and young people's lives, encouraging the exploration of both disability and childhoods in their broadest terms.
Dis/abled Childhoods? will be of interest to students and scholars across a range of disciplines including Special Educational Needs; Childhood Studies; Disability Studies; Youth Studies; and Health and Social Care.
Autoren-Porträt
Allison Boggis is Senior Lecturer, Early Years, at the University of Suffolk, UK.
Bibliographische Angaben
- 2017, 1st ed. 2018, 233 Seiten, Englisch
- Herausgegeben: Allison Boggis
- Verlag: Springer-Verlag GmbH
- ISBN-10: 3319651757
- ISBN-13: 9783319651750
- Erscheinungsdatum: 18.12.2017
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eBook Informationen
- Dateiformat: PDF
- Grösse: 2.43 MB
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Sprache:
Englisch
Pressezitat
“The text is simultaneously heavily referenced and accessible. It therefore provides a sound knowledge of what constitutes and affects the experience of disabled childhoods in a manner that is useful to students and researchers alike. … the book provides an excellent balance of theoretical frameworks, historical background and present-day practices, whilst inviting the reader to consider whether they are creating spaces that marginalize and disregard rather than empower disabled children.” (Elvira Psaila, Disability & Society, May 13, 2019)
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