{"title":"Intellectual Ability and Disability","authors":"Ashley Taylor, Kevin McDonough","doi":"10.7202/1082915ar","DOIUrl":"https://doi.org/10.7202/1082915ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71236916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Why Does Intellectual Disability Matter to Philosophy?: Toward a Transformative Pedagogy","authors":"L. Carlson","doi":"10.7202/1082916ar","DOIUrl":"https://doi.org/10.7202/1082916ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71236962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to establish three things. First, that the capabilities approach is the best candidate for an adequate theory of justice to provide just educational opportunities for people with intellectual disabilities. Second, that the capabilities approach, while possessing many merits over rival conceptions of justice, must acknowledge that a prioritization of some capabilities over others is essential. Third and finally, that intellectual disability presents a particularly urgent case for educational justice, because those with intellectual disabilities are historically under-serviced within educational institutions and stand to lose much more than others because of the potential for the compounding of corrosive disadvantage. A stronger claim to justice for people with intellectual disabilities represents a potential for change in the policy and funding associated with education more generally, and for people with intellectual disabilities more specifically.
{"title":"Applying the Capabilities Approach to Disability and Education","authors":"C. Riddle","doi":"10.7202/1082917ar","DOIUrl":"https://doi.org/10.7202/1082917ar","url":null,"abstract":"This paper aims to establish three things. First, that the capabilities approach is the best candidate for an adequate theory of justice to provide just educational opportunities for people with intellectual disabilities. Second, that the capabilities approach, while possessing many merits over rival conceptions of justice, must acknowledge that a prioritization of some capabilities over others is essential. Third and finally, that intellectual disability presents a particularly urgent case for educational justice, because those with intellectual disabilities are historically under-serviced within educational institutions and stand to lose much more than others because of the potential for the compounding of corrosive disadvantage. A stronger claim to justice for people with intellectual disabilities represents a potential for change in the policy and funding associated with education more generally, and for people with intellectual disabilities more specifically.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71236991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Barriers to Knowing and Being Known: Constructions of (In)competence in Research","authors":"Casey L. Woodfield, Justin E. Freedman","doi":"10.7202/1082924ar","DOIUrl":"https://doi.org/10.7202/1082924ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71237400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Ain’t I Got a Right to the Tree of Life?”: Examining Special Education through the Application of Afro-Humanity","authors":"J. Banks, Kmt G. Shockley, Courtney Wilkerson","doi":"10.7202/1082921ar","DOIUrl":"https://doi.org/10.7202/1082921ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71237660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Historians of student activism have rarely focused on students with disabilities, while educational historians who study students with disabilities have focused on legal reforms, not activism. We present a philosophical argument for an inclusive definition of student activism that can take place within legal and bureaucratic processes in which students act collaboratively with parents or guardians. Drawing on the new disability history and critical disability studies, we first argue that such activism is necessary because those processes routinely involve the conceptual objectification, silencing, and invisibilization of disabled people. Further, we argue that activism is necessary to shift individualized education plan (IEP) meetings from bargaining to collective deliberations for the common good. Finally, following Alasdair MacIntyre, we argue that activism, legal and otherwise, may involve families acting collaboratively, because parents and others can become attentive to the rational reflections of those with disabilities.
{"title":"Dependent Rational Activists: Disability, Student Activism, and Special Education","authors":"Neil Dhingra, J. Miller","doi":"10.7202/1082919ar","DOIUrl":"https://doi.org/10.7202/1082919ar","url":null,"abstract":"Historians of student activism have rarely focused on students with disabilities, while educational historians who study students with disabilities have focused on legal reforms, not activism. We present a philosophical argument for an inclusive definition of student activism that can take place within legal and bureaucratic processes in which students act collaboratively with parents or guardians. Drawing on the new disability history and critical disability studies, we first argue that such activism is necessary because those processes routinely involve the conceptual objectification, silencing, and invisibilization of disabled people. Further, we argue that activism is necessary to shift individualized education plan (IEP) meetings from bargaining to collective deliberations for the common good. Finally, following Alasdair MacIntyre, we argue that activism, legal and otherwise, may involve families acting collaboratively, because parents and others can become attentive to the rational reflections of those with disabilities.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71237577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article shows how Bertrand Russell and Noam Chomsky’s approaches to humanistic education are grounded in the concepts of growth, knowledge, language, freedom, and social justice. Despite their epistemological differences, Russell and Chomsky agree on the need for educating the public to abuses of power. Their own practice of education is a source of inspiration for intellectuals, who wish to counter the current discourse in schools and universities by upholding the value of academic freedom.
{"title":"Russell and Chomsky as Advocates of Humanistic Education","authors":"Howard R. Woodhouse","doi":"10.7202/1074043AR","DOIUrl":"https://doi.org/10.7202/1074043AR","url":null,"abstract":"This article shows how Bertrand Russell and Noam Chomsky’s approaches to humanistic education are grounded in the concepts of growth, knowledge, language, freedom, and social justice. Despite their epistemological differences, Russell and Chomsky agree on the need for educating the public to abuses of power. Their own practice of education is a source of inspiration for intellectuals, who wish to counter the current discourse in schools and universities by upholding the value of academic freedom.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41545169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Philosophical Presentations of Raising Children: The Grammar of Upbringing by Naomi Hodgson and Stefan Ramaekers: Palgrave Macmillan, 2019","authors":"J. Suissa","doi":"10.7202/1074049AR","DOIUrl":"https://doi.org/10.7202/1074049AR","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44464836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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