Disability Studies in Education Epistemology
This chapter discusses how disability has been addressed in the field of educational leadership. It reviews the history of disability studies in education (DSE), and discusses its central tenets. The chapter identifies each tenet separately; however, their assumptions are fully integrated, and each informs the other. These seven DSE tenets include hegemony of normalcy, denouncement of labeling, disability is socially constructed, critique of special education, importance and critique of inclusion, disability voice, and intersectionality. The chapter considers the implications of these DSE tenets for educational leadership and organizational theory. It discusses the implications of DSE for organizational theory, including leadership theory, change theory, and decision-making theory. The chapter demonstrates the limited literature on social justice educational leadership and how principals and educators are changing schools toward those ends can inform the DSE literature. Similar to critical race theory, DSE advocates what could be considered counter-narratives – seeking the perspectives of individuals with disabilities.