The Handbook of Critical Special Education proposes a transformative framework that reimagines special education as dialogic, relational, decolonial, and justice oriented. Critical special education calls for methodological pluralism, epistemic humility, and the integration of social and embodied understandings of disability to dismantle oppressive structures and rebuild education as a site of collective liberation and equity. Across the volume, chapter authors situate critical pedagogy as a critique of traditional special education, problematizing race and power in educational research and practice. The text highlights anti-oppressive education and intersectionality, critiques ableism, and challenges hegemonic educational structures while supporting the centrality of culture as an equally important factor in shaping the minds and the socialization process of children with dis/abilities. It also advocates for visions of justice, equity, and wellness for communities and collectives. Through the lenses of critical pedagogy, cultural studies, and positive psychology, this book provides comprehensive coverage of the reconceptualization of dis/abilities in research, practice, and policy. It is essential reading for scholars, graduate students, and teacher educators in the field of special education.
Eric B. Claravall’s research interests lie at the intersection of disciplinary literacies, critical pedagogy, and decolonial education for students with learning differences. His work has been published in the Journal of Literacy Research, Journal of Mixed Methods Research, Journal of Social Studies Research, Reading and Writing Quarterly, Reading Teacher, Journal of Curriculum Studies and Research, and Teaching Exceptional Children. He has also written chapters for edited books published by Routledge, Lexington Books, and Information Age Publishing.
Amy L. Ferrell studies community, discourse, and literacy for people with disabilities. Her scholarship, which situates disability research in social, cultural, historical, racial, linguistic, and political contexts, has appeared in journals such as Harvard Educational Review, Reading Research Quarterly, Urban Education, Linguistics and Education, and International Journal of Inclusive Education. She is coauthor of the second edition of The Ethics of Special Education (Teachers College Press).
