8 found
Order:
  1. The Color of Violence: Reflecting on Gender, Race, and Disability in Wartime.Nirmala Erevelles - 2011 - In Kim Q. Hall (ed.), Feminist Disability Studies. Indiana University Press. pp. 117--135.
     
    Export citation  
     
    My bibliography   4 citations  
  2.  39
    Educating Unruly Bodies: Critical Pedagogy, Disability Studies, and the Politics of Schooling.Nirmala Erevelles - 2000 - Educational Theory 50 (1):25-47.
  3.  40
    Voices of Silence: Foucault, Disability, and the Question of Self-Determination.Nirmala Erevelles - 2002 - Studies in Philosophy and Education 21 (1):17-35.
    In this paper I examine two controversialissues that occurred in two different centuriesbut that are inextricably linked with eachother – the 1835 murder committed by a Frenchpeasant, Pierre Riviere and documented byMichel Foucault and the 1990's debate regardingthe controversial methods of FacilitatedCommunication used with students labeledautistic in the United States. In this paper Iargue that both controversies foreground thecrisis of the humanist subject. In other words,I argue that both controversies are generatedby a seemingly simple question: Are personsidentified as mentally disabledcapable/incapable (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  4.  13
    Critical Multiculturalism as Political Economy.Ivan Eugene Watts & Nirmala Erevelles - 2003 - Inquiry 22 (2):21-32.
    VVe argue in this essay that the real violence in schools is a result of the structural violence of oppresive social conditions that force students, especially low-income African American and Latino males, tofeel vulnerable, angry, and resistant to the normative expectations of “police-like” school environments. Instead of making attempts to transform these oppressive conditions and explore alternatives outsideof these frameworks, schools utilize the ideological state apparatuses (ISA’s) to justify the construction of certain students (e.g., African American and Latino males) as (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  5.  11
    Discussion.Nirmala Erevelles - 2003 - Studies in Philosophy and Education 22 (5):377-379.
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  6. Signs of Reason.Nirmala Erevelles - 2005 - In Shelley Tremain (ed.), Foucault and the Government of Disability. University of Michigan Press.
     
    Export citation  
     
    My bibliography  
  7. Critical Multiculturalism as Political Economy.Ivan Eugene Watts & Nirmala Erevelles - 2003 - Inquiry: Critical Thinking Across the Disciplines 22 (2):21-32.
    VVe argue in this essay that the real violence in schools is a result of the structural violence of oppresive social conditions that force students, especially low-income African American and Latino males, tofeel vulnerable, angry, and resistant to the normative expectations of “police-like” school environments. Instead of making attempts to transform these oppressive conditions and explore alternatives outsideof these frameworks, schools utilize the ideological state apparatuses to justify the construction of certain students as “violent/deviant/disabled” therebymaking it an individual rather than (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  8. Critical Multiculturalism as Political Economy: School Violence, Internal Colony Theory, and Disability Studies.Ivan Eugene Watts & Nirmala Erevelles - 2003 - Inquiry: Critical Thinking Across the Disciplines 22 (2):21-32.
    VVe argue in this essay that the real violence in schools is a result of the structural violence of oppresive social conditions that force students, especially low-income African American and Latino males, tofeel vulnerable, angry, and resistant to the normative expectations of “police-like” school environments. Instead of making attempts to transform these oppressive conditions and explore alternatives outsideof these frameworks, schools utilize the ideological state apparatuses to justify the construction of certain students as “violent/deviant/disabled” therebymaking it an individual rather than (...)
    No categories
    Direct download  
     
    Export citation  
     
    My bibliography