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Critical Leaders and the Foundation of Disability Studies in Education aims to formalize the significance of early histories of understanding disability drawn from the scholarship of those who turned away from conventional status quo and pathologized constructs commonly accepted worldwide to explain disability in schools and society. The series begins with recognition of North American scholars including: Ellen Brantlinger, Lous Heshusius, Steve Taylor, Doug Biklen, and Thomas M. Skrtic. We will expand the series to include scholars from several international countries who likewise formed analyses that shaped the terrain for the emergence of critical perspectives that have endured and slowly given rise to the interdisciplinary field of Disability Studies in Education.
Critical storytellers provoke readers to acknowledge and question different perspectives. Critical storytelling questions unquestioned norms and assumptions. It exposes oppression in its various forms, such as violence, sexism, racism, bullying, exploitation, marginalization, dehumanization, and cultural imperialism. These passionate narrators have the guts to think, act, and question, vulnerably. Storytelling, when it's critical, is inclusive. It doubts common sense. It questions the status quo. It tears down regimes of domination. It envisions possibilities for change. Critical storytellers rely on various media and methods. Their stories are critical of metanarratives that are exclusionary and divisive. Critical storytellers voice silences and offer new narratives in their creative work. The Critical Storytelling book series will include diverse storytelling methods, theoretical approaches, and narrative frameworks. We invite collaborative books, edited, and authored, as well as individually written projects. Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer.
On (De)Coloniality: Curriculum Within and Beyond the West is a beacon in the struggle against epistemicide and the colonialities of being, power, and knowledge. It attempts to bring to the fore an analysis that focuses on non-Western/non-Eurocentric epistemological frameworks. In a world that still struggles to see its own overt epistemological diversity, On (De)Coloniality is an open space in which to challenge epistemological fascism. It encourages curriculum scholars to engage in dialogues about non-Western/non-Eurocentric epistemologies within and beyond the Western Eurocentric platform. We invite ‘complicated conversations’ that dig into new avenues such as those of Itinerant Curriculum Theory (ICT), and, in so doing, introduce a new language that will take us to alternative levels of articulation and re-articulation of meanings, through endless and spaceless processes of coding, decoding, recoding, and ‘encoding.’
In this series, we are establishing a new tradition in the sociology of education. Like many fields, the sociology of education has largely assumed that the field develops through the steady accumulation of studies. Thomas Kuhn referred to this as ‘normal science.’ Yet normal science builds on a paradigm shift, elaborating and expanding the paradigm. What has received less attention are the works that contribute to paradigm shifts themselves. To remedy this, we will focus on books that move the field in dramatic and recognizable ways—what can be called breakthroughs.
Kuhn was analyzing natural science and was been less sure his ideas fit the social sciences. Yet it is likely that the social sciences are more subject to paradigm shifts than the natural sciences because the social sciences are fed back into the social world. Thus sociology and social life react to each other, and are less able separate the knower from the known. With reactivity of culture and knowledge, the social sciences follow a more complex process than that of natural science. This is clearly the case with the sociology of education. The multiplicity of theories and methods mix with issues of normativity—in terms of what constitutes good research, policy and/or practice.
Moreover, the sociology of education is increasingly global in its reach—meaning that the national interests are now less defining of the field and more interrogative of what is important to know. This makes the sociology of education even more complex and multiple in its paradigm configurations. The result is both that there is less shared agreement on the social facts of education but more vibrancy as a field. What we know and understand is shifting on multiple fronts constantly. Breakthroughs is to the series for works that push the boundaries—a place where all the books do more than contribute to the field, they remake the field in fundamental ways. Books are selected precisely because they change how we understand both education and the sociology of education.