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Abstract

This chapter concludes with Cowley’s reflexivity in the form of a letter to Heshusius, seeking resolution to threads that were left unwoven in the narrative research Cowley conducted for her doctoral research. Decades separate their research, yet. Heshusius’ insights and connections to the present make for a powerful argument for this series, to suggest the relevance of returning to the founding voices of critical special educators who made possible, the evolution of disability studies in education.

In: The "Strong Poet"

Abstract

This chapter provides a further close rendering of “epistemological incongruence” set within the author’s early years as a behavioral consultant supporting a young student with autism. Although trained and versed in Applied Behavior Analysis (ABA), Broderick fought the over-reliance on ABA for students with autism as the sure-fit solution to diminish problematic behaviors. Her struggle is conveyed in near poetic terms, in much the same way that Heshusius draws on the vocabulary of a strong poet.

In: The "Strong Poet"
In: Joseph Beuys and the Artistic Education
In: Joseph Beuys and the Artistic Education
In: Joseph Beuys and the Artistic Education
In: Joseph Beuys and the Artistic Education
In: Joseph Beuys and the Artistic Education
In: Life-Practice Educology
In: Life-Practice Educology
In: Life-Practice Educology