Philosophy, Ethics, and the Disability Community

Sullivan, Martin

doi:10.4135/9781483348971.n5

Cited by 17 publications

(22 citation statements)

References 0 publications

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“…In this study, acknowledging both impairment and disability as social constructions allowed us to hear Antoine’s and Lindsey’s personal experiences and their perceptions of public schools for student teachers with visual impairment. Exploring preservice music education majors’ experiences as social constructions may help to incite “positive transformation,” potentially spurring change within our field (Sullivan, 2009, p. 23).…”

Section: Paradigmmentioning

confidence: 99%

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A Narrative of Two Preservice Music Teachers With Visual Impairment

Parker

Draves

2016

Journal of Research in Music Education

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The purpose of this narrative inquiry was to re-story the student teaching experience of two preservice music education majors who are visually impaired or blind. While music education scholars have devoted attention to P–12 students with disabilities, research with preservice music teachers with impairments is seemingly nonexistent. Using a transformative paradigm and social model of disability as lenses, we retell participants’ experiences across three commonplaces of narrative inquiry: sociality, temporality, and place. Participants told their student teaching stories through various field texts, including interviews, journals, emails, and informal conversations. Three particular issues were highlighted strongly within their narratives: accessible music, reliance on others, and individuals’ attitudes. Issues of what constitutes effective teaching, teacher identity construction, and preparedness for working with individuals with disabilities also emerged. Multiple avenues are suggested for practice, research, and policy in music, teacher education, and teachers with disabilities.

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Section: Paradigmmentioning

confidence: 99%

“…Third, teacher educators and preservice students can incite “positive transformation” in music education as a whole for teachers with disabilities (Sullivan, 2009, p. 23). Faculty members who understand, support, and think beyond perceived barriers of who teachers are or should be are needed.…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

A Narrative of Two Preservice Music Teachers With Visual Impairment

Parker

Draves

2016

Journal of Research in Music Education

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“…The epistemological assumption of the transformative research paradigm is that the power and privilege experienced by the individuals in relationship with the community builds knowledge (Symonette, 2009). This knowledge is attained through self-reflection and self-awareness of the historical, social, and the political experiences of individual with disabilities within the context of their community (Barnes, 2009;Sullivan, 2009).…”

Section: Epistemology/nature Of Knowledgementioning

confidence: 99%

Desirable Conversations: Sexuality and Women with Intellectual Disabilities

Malhotra¹

2000

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The American Association on Intellectual and Developmental Disabilities (AAIDD, 2011) asserted that individuals with intellectual disabilities, irrespective of gender, have an equal right to learn about and experience their own sexuality. A review of the extant literature indicated that the voices of women with intellectual disabilities on the topic of familial culture, as it relates to sexuality, are rarely included (McCarthy, 1993; Shakespeare, 2000; Siebers, 2012). The purpose of this qualitative study was to examine the role of familial culture and lived experiences of women with intellectual disabilities, ages 21-35, in understanding their own sexuality. Eight women participated in individual and three repeated focus group interviews. The questions that guided this study included: (a) What

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“…These same marginalized communities have responded by calling for research that is done by/with/for their members in ways that lead to increased social, economic, and environmental justice (Chilisa, ; Gorman & LeFrançois, ; Mertens, ). Disability scholars (Sullivan, ), including those who advocate for Mad Studies (Gorman & LeFrançois, ), and Deaf scholars who use American Sign Language (Harris, Holmes, & Mertens, ) have developed terms of reference that specify how research needs to be conducted in their communities in order to satisfy the call for respectful engagement and enhanced justice.…”

mentioning

confidence: 99%