Presentation
Re-envisioning leader preparation: Do Critical Disability Studies belong in leadership discourses?
University Council for Educational Administration (UCEA) Annual Convention, Graduate Student Summit, Session 17: Designing the Next Generation of Katherine Lewis, Vita, p. 5 Educational Leadership Preparation Programs
(2016)
Abstract
This review of literature supports incorporating a Critical Disability Studies (CDS) framework within educational leadership discourses. Utilizing a critical perspective allows leaders to uncover the historical and political underpinnings of identity categories and their use in sorting students. Despite evidence of the overrepresentation of students of color in special education (Orfield, 2014) and increased calls for social justice leaders (Furman, 2012), educational leadership discourses rarely include conversations about dis/ability. Through CDS, leaders develop critical consciousness and uncover socially-constructed, racialized notions of ability. It is recommended that leaders view systemic inequities through a CDS lens in order to develop a deeper, more critical stance toward issues of equity and access for students with dis/abilities.
Keywords
- Critical disability studies,
- review,
- leader preparation,
- social justice leadership,
- inclusion
Disciplines
Publication Date
November, 2016
Location
Detroit, MI
Citation Information
Katherine Lewis. "Re-envisioning leader preparation: Do Critical Disability Studies belong in leadership discourses?" University Council for Educational Administration (UCEA) Annual Convention, Graduate Student Summit, Session 17: Designing the Next Generation of Katherine Lewis, Vita, p. 5 Educational Leadership Preparation Programs (2016) Available at: http://works.bepress.com/katherine-lewis/11/