Rethinking Normalcy

The chapters in this book exemplify ways of questioning our collective relations to normalcy, as such relations affect the lives of both disabled and currently non-disabled people."--Pub. desc.

"In this Young Adult memoir, a transgender girl shares her personal journey of growing up as a boy and then undergoing gender reassignment during her teens"--

Rethinking Rehabilitation: Theory and Practice presents cutting-edge thinking on rehabilitation from a range of leading rehabilitation researchers.The book emphasizes discussion on the place of theory in advancing rehabilitation knowledge, unearthing important questions for policy and practice, underpinning research design, and prompting readers to

The wide-ranging chapters from the Theorising Normalcy and the Mundane conferences explore the precarious positions "e;normal"e;, and its operating system "e;normalcy"e; (David, 2010). The activists, students, practioners and academics offer related but diverse approaches to ponder ways in which "e;normal"e; and "e;normalcy"e; present clear dangers.

In this pioneering new book, Sandra Harding and Robert Figueroa bring together an important collection of original essays by leading philosophers exploring an extensive range of diversity issues for the philosophy of science and technology. The essays gathered in this volume extend current philosophical discussion of science and technology beyond the standard feminist and gender analyses that have flourished over the past two decades, by bringing a thorough and truly diverse set of cultural, racial, and ethical concerns to bear on questioning in these areas. Science and Other Cultures charts important new directions in ongoing discussions of science and technology, and makes a significant contribution to both scholarly and teaching resources available in the field.

This work examines the industry of reproductive technology from the perspective of the consumer. An analysis is made of the array of medical options available to those with fertility problems, and the financial and emotional toll is assessed.

Challenging existing approaches to autism that limit, and sometimes damage, the individuals who attract and receive the label, this book questions the lazy prejudices and assumptions that can surround autism as a diagnosis in the 21st Century. Arguing that autism can only be understood through examining 'it' as a socially or culturally produced phenomenon, the authors offer a critique of the medical model that has produced a perpetually marginalising approach to autism, and explain the contradictions and difficulties inherent in existing attitudes. They examine and dispute the scientific validity of diagnosis and 'treatment', asking whether autism actually exists at the biological level, and question the value of diagnosis in the lives of those labelled with autism. The book recognises that there are no easy answers but encourages engagement with these essential questions, and looks towards service provision and practice that moves beyond a reliance on all-encompassing labels. This unique contribution to the growing field of critical autism studies brings together authors from clinical psychiatry, clinical and community psychology, social sciences, disability studies, education and cultural studies, as well as those with personal experiences of autism. It is essential and challenging reading for anyone with a personal, professional or academic interest in 'autism'.

Now in its second edition, Rethinking Disability introduces new and experienced teachers to ethical framings of disability and strategies for effectively teaching and including students with disabilities in the general education classroom. Grounded in a disability studies framework, this text’s unique narrative style encourages readers to examine their beliefs about disability and the influence of historical and cultural meanings of disability upon their work as teachers. The second edition offers clear and applicable suggestions for creating dynamic and inclusive classroom cultures, getting to know students, selecting appropriate instructional and assessment strategies, co-teaching, and promoting an inclusive school culture. This second edition is fully revised and updated to include a brief history of disability through the ages, the relevance of current educational policies to inclusion, technology in the inclusive classroom, intersectionality and its influence upon inclusive practices, working with families, and issues of transition from school to the post-school world. Each chapter now also includes a featured "voice from the field" written by persons with disabilities, parents, and teachers.