Disability, Stigmatization, and Children's Developing Selves

Insights from Educators in Japan, South Korea, Taiwan, and the U.S

Misa Kayama, Wendy Haight, May-Lee Ku, Minhae Cho, Hee Yun Lee (Autoren)

Buch | Hardcover

312 Seiten

2020
Oxford University Press Inc (Verlag)
978-0-19-084486-8 (ISBN)

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Guided by developmental cultural psychology, this volume focuses on understandings and responses to disability and stigmatization from the perspectives of educators practicing in Japan, South Korea, Taiwan, and the United States. Synthesizing research that spanned over a decade, this volume seeks to understand disabilities in different developmental and cultural contexts.

The research presented in this book found that educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both with children with disabilities and their typically developing peers, while also describing culturally nuanced socialization goals and practices pertaining to inclusive education. In providing a multicultural view of common challenges in classrooms from around the world, this book provides important lessons for the improvement of children's lives, as well as the development of theory, policy, and programs that are culturally sensitive and sustainable.

Misa Kayama is Assistant Professor in the School of Applied Sciences, Department of Social Work at the University of Mississippi, Oxford. Wendy L. Haight is Professor and Gamble Skogmo Chair in Child Welfare and Youth Policy in the School of Social Work at the University of Minnesota, Twin Cities. May-Lee Ku is Emeritus Associate Professor and Director in the International Center for the Promotion of Partner Based Learning in the College of Social Science at Fu Jen Catholic University, New Taipei City, Taiwan. Minhae Cho is Assistant Professor in the School of Social Work at the University of Memphis. Hee Yun Lee is Professor, Associate Dean for Research, and Endowed Academic Chair on Social Work and Health in the School of Social Work at the University of Alabama, Tuscaloosa.

Acknowlegements

Guide to Japanese, South Korean, Taiwanese, and U.S. Terms/Concepts

Part 1: Introduction

Chapter 1. Overview

Part 2: The Contexts of Educational Practice

Chapter 2. Cultural-historical contexts

Chapter 3. Educational policy and practice contexts

Chapter 4. Children's development as context

Interlude 1: The Voices of Children

Part 3: Educators' Perspectives

Chapter 5. Research program

Chapter 6. Disability and stigmatization as threats to the cultural self

Chapter 7. Preventing and repairing harm to children's cultural self

Chapter 8. Parent-educator relationships

Interlude 2: The Voices of Parents

Part 4: Conclusion

Chapter 9. Lessons learned and ways forward

Appendix A: Definitions of special education disability categories in four countries
Appendix B: Diagnostic criteria for disabilities in ICD-10

References

Erscheinungsdatum	19.12.2019
Reihe/Serie	Child Development in Cultural Context Series
Verlagsort	New York
Sprache	englisch
Maße	239 x 163 mm
Gewicht	612 g
Themenwelt	Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie
	Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik
	Sozialwissenschaften ► Soziologie
ISBN-10	0-19-084486-8 / 0190844868
ISBN-13	978-0-19-084486-8 / 9780190844868
Zustand	Neuware