From Social Studies to Social Action for a Disability Inclusive World
Illinois State University
University of South Carolina Aiken
Using rich literature in social studies contexts is a powerful tool for fostering awareness of, and respect for, difference. Though certainly admirable, these outcomes are, by design, limiting. This article advocates the reconceptualization of how classroom teachers approach and subsequently use disabilities-based literature. Premised on critical literacy and social justice, such literature has the potential to move students from a passive recognition of difference to a response based on advocacy and action.