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22When Fact Conceals Privilege: Teaching the Reality of DisabilityEducational Theory 67 (2): 131-151. 2017.Disability studies in education scholars have discussed the need to engage students, and certainly preservice teachers, in critical discussion of disability as a concept. To better understand what such critical discussion entails, Ashley Taylor examines the pedagogical implications of promoting an understanding of disability as a shared experience of being human. In particular, Taylor is concerned with how the appeal to a shared experience of disability might contribute to or impede students' de…Read more
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37The Logic of Deferral: Educational Aims and Intellectual DisabilityStudies in Philosophy and Education 37 (3): 265-285. 2017.The educational aims described by educational philosophers rarely embrace the full range of differences in intellectual ability, adaptive behavior, or communication that children exhibit. Because envisioned educational aims have significant consequences for how educational practices, pedagogy, and curricula are conceptualized, the failure to acknowledge and embrace differences in ability leaves open the question of the extent to which students with intellectual disabilities are subject to the sa…Read more
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6Embodied Refusals: Conceptualizing Dissent in Students Labeled with Significant DisabilitiesEducational Theory 70 (3): 277-296. 2020.
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10Gendered Harassment as Concept and Experience in Educational SpacesEducational Theory 69 (1): 5-15. 2019.
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4Review of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools by Cara Furman and Cecelia Traugh for Studies in Philosophy and Education (review)Studies in Philosophy and Education 43 (1): 109-112. 2023.
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15The paradox of epistemic ability profilingJournal of Philosophy of Education 57 (4-5): 880-900. 2024.Intellectually disabled students face particular barriers to epistemic participation within schooling contexts. While negative forms of bias against intellectually disabled people play an important role in creating these barriers, this paper suggests that it is often because of the best intentions of educators and peers that intellectually disabled students are vulnerable to forms of epistemic injustice. The author outlines a form of epistemic injustice that operates through an educational pract…Read more
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8Robust mechanical performance of chromium-coated polyethylene terephthalate over a broad range of conditionsPhilosophical Magazine 92 (25-27): 3346-3362. 2012.
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70The Discourse of Pathology: Reproducing the Able Mind through Bodies of ColorHypatia 30 (1): 181-198. 2015.The growing field of feminist disability studies explores how human bodies are interpreted through cultural values and expectations surrounding physical and mental ability. This paper contributes to and expands upon this conversation by examining how the ideal of “able-mindedness” functions to maintain racial divisions and inequalities through attributions of cognitive and psychiatric disability to bodies of color. Drawing upon contemporary examples from popular social media, public policy, and …Read more
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3Addressing Ableism in Schooling and Society? The Capabilities Approach and Students with DisabilitiesPhilosophy of Education 68 113-121. 2012.
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3On Purposes and Intentions: Doing the Work of Challenging Ableism in EducationPhilosophy of Education 71 105-108. 2015.
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Areas of Specialization
Value Theory |
Philosophical Traditions |