26 Nov: Complicated Pride: Disability, Neurodiversity and Ambivalence with Amelia Lander-Cavallo and Tobi Adebajo
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Organised by @elainagmamaril.bsky.social, supported by Quiplash CIC & made possible with the funding of the Wellcome Trust.

Thanks a lot, @angharadbeckett.bsky.social, so glad and privileged to be joining such a vibrant community! (4/4)

maximum to the IJDSJ Editorial Executive for their feedback.
e)its interdisciplinarity & the quality of scholarship published in it
f) last but not least, its people (editor in chief, editorial assistant, executive directors, international advisors, reviews sub-editors, editorial board) (3/4)

no article processing charges for authors.
b) Plain English Summaries of Main Articles (in pdf/A format)
c) its attention to accessibility
d) Opportunities for feedback pre-submission:
"Before or as part of the process of writing their articles, authors are welcome to submit of 500 words (2/4)

Thank you, Ria!

responsibility as pedagogues to foster such learning environments. @kirstyliddiard1.bsky.social @profkrc.bsky.social @dangoodley.bsky.social goodley.bsky.social #CriticalDisabilityStudies #AntiAbleistPedagogies (9/9)

sustaining my attention."

"Appreciated the considerate approach to different learning styles and abilities. You’re very warm and welcoming."

The reason I am sharing these responses is to show the difference our pedagogy can make to the learners we teach and learn with and how it is our (8/9)

to think about LD in a more human and less academic/labelling way. I also liked the way you held our interest by having a range of different methods (PowerPoint, videos, discussions and wooclap). Thank you so much."
"This lecture was very engaging and I found the teaching methods helpful with (7/9)

of their responses:

"Comforting. I felt the pace was great and I did not have to need to be hyperfocused to understand complex thoughts from the lecture."

"I really enjoyed your approach, the way different things were brought up e.g. social model of disability and intersectionality, (6/9)

the Lives of Children, Families and Adults" (2020).

At the beginning of the first lecture I introduced the candidates to my anti-ableist pedagogical principles to foster an inclusive learning environment. At the end of the second lecture I asked for the candidates' feedback and here are some (5/9)

Global South Disability Studies, Critical Studies of Ableism, and Posthuman & Dis/human Disability Studies.
Throughout the lectures I made references to @sarasiobhan.bsky.social 's amazing book "Love, Learning Disabilities and Pockets of Brilliance: How Practitioners Can Make a Difference to (4/9)

In the second lecture we considered key terms and concepts of Critical Disability Studies, such as ableism, disablism, psycho-emotional disablism, we learned more about Critical Disability Studies and their theoretical underpinnings, and reviewed a range of approaches, including Crip Studies (3/9)

the psy-complex, and whose knowledge is silenced), we looked into various models of disability, including the medical, the social, the social relational (with reference to Carol Thomas) and the cultural, and reflected on how these definitions and models translate into practice. (2/9)

Pleasure! I look forward to reading the findings of your research😊P.S. I also wish I had attended the graduation ceremony, I heard really good stuff about your speech and would have been lovely to meet in person. Next time!

presentation's "The Pursuit of Development": Deconstructing Developmentalism from a Critical Disability Studies & Disabled Children’s Childhood Studies Perspective. @profkrc.bsky.social @dangoodley.bsky.social @kirstyliddiard1.bsky.social @davidbenshannon.bsky.social #CriticalDisabilityStudies (2/2)