Practicing Disability Studies in Education: Acting Toward Social Change celebrates the diversity of contemporary work being developed by a range of scholars working within the field of Disability Studies in Education (DSE). The central idea of this volume is to share ways in which educators practice DSE in creative and eclectic ways in order to rethink, reframe, and reshape the current educational response to disability. Largely confined to the limitations of traditional educational discourse, this collective (and growing) group continues to push limits, break molds, assert the need for plurality, explore possibilities, move into the unknown, take chances, strategize to destabilize, and co-create new visions for what can be, instead of settling for what is. Much like jazz musicians who rely upon one another on stage to create music collectively, these featured scholars have been ¿ and continue to ¿ riff with one another in creating the growing body of DSE literature. In sum, this volume is DSE «at work.»

David J. Connor received his doctorate in education from Teachers College, Columbia University. He is a professor at Hunter College, City University of New York. He has received several national awards and is the author/co-author of four other books.
Jan W. Valle received her doctorate in education from Teachers College, Columbia University. She is an associate professor at The City College of New York, City University of New York. She is the author/co-author of numerous journal publications as well as two other books.
Chris Hale received his doctorate at the Graduate Center of the City University of New York and presently works as an assistant professor at the College of Staten Island. He is an advocate for ethical special education practice and writes and does research relevant to this issue.

Contents: Scot Danforth: Disability Studies in Education and the Sociological Imagination ¿ David J. Connor/Jan W. Valle/Chris Hale: A Brief Account of How Disability Studies in Education Evolved ¿ Deborah Gallagher: Exploring Some Moral Dimensions of the Social Model of Disability ¿ Beth A. Ferri: «As a cripple, I swagger»: The Situated Body and Disability Studies in Education ¿ Phil Smith: BEyon|ce|D inclusion: Wud mite[ymouse] be nexterated X ¿ Jan W. Valle: Enacting Research: Disability Studies in Education and Performative Inquiry ¿ Subini Ancy Annamma: «It was just like a piece of gum»: Using an Intersectional Approach to Understand Criminalizing Young Women of Color With Disabilities in the School-to-Prison Pipeline ¿ Joseph Michael Valente: An «In-Betweener» Ethnographer: From Anxiety to Fieldwork Methods in a Cross-Cultural Study of Bilingual Deaf Kindergartners ¿ David J. Connor: Practicing What We Teach: The Benefits of Using Disability Studies in an Inclusion Course ¿ Geert Van Hove/Elisabeth De Schauwer: Why We Do What We (Think We) Do: Creating a Campus Coalition From the Perspective of Disability Studies in Education ¿ Nirmala Erevelles: Madness and (Higher Education) Administration: Ethical Implications of Pedagogy Using Disability Studies Scholarship ¿ Julie Allan: Critiquing Policy: Limitations and Possibilities ¿ Missy Morton: Using Disability Studies in Education to Recognize, Resist, and Reshape Policy and Practices in Aotearoa New Zealand ¿ Kathleen Collins: A Disability Studies in Education Analysis of Corporate-Based Educational Reform: Lessons From New Orleans ¿ Jan W. Valle/Chris Hale/David J. Connor: All That Jazz: Using Disability Studies in Education to (Re)Envision the Applied Field of (Special) Education.