Check out my post on Harvard Education Press' Voices in Education blog where I discuss my article "Knowledge Citizens? Intellectual Disability and the Production of Social Meanings within Educational Research."
- Ph.D. Syracuse University 2015
- M.S. Syracuse University 2010
- B.A. University of King’s College 2006
Critical and feminist disability studies; Disability studies in education/inclusive education; Philosophy of education; Ethics and education; Intersections of gender, race, and dis/ability in education.
My research focuses on ethical and epistemological questions surrounding the civic inclusion of individuals labeled with intellectual and other cognitive disabilities. I am also interested in pedagogies of social justice, theories and frameworks of institutional inclusion and accessibility, and the intersections of race, gender, and ability in constructing social belonging and civic entitlement.
- Exemplary Diversity Scholar, National Center for Institutional Diversity, University of Michigan 2016
- All University Doctoral Prize, Syracuse University 2015
- National Academy of Education/Spencer Dissertation Fellowship 2014-15
Peer-Reviewed Journal Articles
Taylor, A. (2018). Knowledge Citizens? Intellectual Disability and the Production of Social Meanings within Educational Research. Harvard Educational Review 88(1): 1-25.
Taylor, A. (2018). The Logic of Deferral: Educational Aims and Intellectual Disability. Studies in Philosophy and Education 37(3): 265-285.
Taylor, A. (2017). When Fact Conceals Privilege: Teaching the (Shared?) Reality of Disability. Educational Theory 67(2): 131-151.
Taylor, A. (2016). Making Disability (Matter) in Philosophy of Education. In Eduardo Duarte (Ed.), Philosophy of Education 2015, pp. 224-232. Urbana, IL: University of Illinois Press.
Taylor, A. (2015). The Discourse of Pathology: Reproducing the Able Mind through Bodies of Color. Hypatia 30(1): 181-198.
Taylor, A. (2013).‘Lives Worth Living:’ Theorizing Moral Status and Expressions of Human Life. Disability Studies Quarterly 33(4). Available at http://dsq-sds.org/article/view/3875/3404
Taylor, A. (2012). Addressing Ableism in Schooling and Society? The Capabilities Approach and Students with Disabilities. In Claudia W. Ruitenberg (Ed.), Philosophy of Education 2012, pp. 113-121. Urbana, IL: University of Illinois Press.
Taylor, A. (2010). ‘Can You Hear Me?’ Questioning Dialogue Across Differences of Ability. In Gert Biesta (Ed.), Philosophy of Education 2010, pp. 45-53. Urbana, IL: University of Illinois Press.
Book Chapters
Taylor, A. (Forthcoming 2017). The Metaphor of Civic Threat: Intellectual Disability and Education for Citizenship. In L. Ware (Ed.), Critical Readings in Interdisciplinary Disability Studies. Springer Publishing.
Taylor A. (2016). Dialogue as Interdependence: Disability, Gender, and Learning Across Difference. In D. Clover, S. Butterwick, D. Chovanec, and L. Collins (Eds.), Women, Adult Education, Learning, and Leadership in Canada (pp. 177-187). Thompson Educational Publishing.
Taylor, A. (2015). Listening in the Pedagogy of Discomfort: A framework for socially just listening. In Leonard J. Waks (Ed.), Pedagogies of Listening: Listening to Teach (pp. 113-135. Albany: SUNY Press.
Taylor, A. (2015). Expressions of ‘Lives Worth Living’ and Their Foreclosure Through Philosophical Theorizing on Moral Status and Intellectual Disability. In Shelley Tremain (Ed.), Foucault and the Government of Disability, Revised Edition (pp. 372-395). Ann Arbor: University of Michigan Press.
Invited Papers
Taylor, A. (2016). Intersections of Gender and Ability/Disability in Educational Theory and Philosophy. In Michael Peters (Ed.), Encyclopedia of Educational Philosophy and Theory: Gender Studies in Education. Springer.http://link.springer.com/referenceworkentry/10.1007/978-981-287-532-7_428-1
Taylor, A. (2016). On Purposes and Intentions: Doing the Work of Challenging Ableism in Education. In Eduardo Duarte (Ed.), Philosophy of Education 2015, pp. 224-232. Urbana, IL: University of Illinois Press.
Taylor, A. (2011). When to List, Who Should List and How: The Capabilities Approach, Democratic Education and Inclusion. In Robert Kunzman (Ed.), Philosophy of Education 2011, pp. 235-237 (Urbana, IL: University of Chicago Press, 2011).
Guest Edited Publications
Jaffee, L. and Taylor, A. (2016). Encyclopedia of Educational Philosophy and Theory: Disability Studies in Education. Springer. (Editors of Section).
Beyond Able-Minded Citizenship: Embracing Intellectual Ability Differences in Democratic Education
Committee: Dr. Emily Robertson, Dr. Barbara Applebaum, Dr. Beth A. Ferri (and Dr. Steven J. Taylor)
- EDUC 101: The American School
- EDUC 207: Inclusive and Special Education
- EDUC 309: Philosophies of Education
- EDUC 321: Educational Psychology
- EDUC 332: Disability, Difference, and Inclusion
- EDUC 450: Senior Thesis Seminar