Maggie R. Beneke is an associate professor in the College of Education at the University of Washington. Hailey R. Love is an assistant professor in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin-Madison.
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“The editors and authors of this volume provide a powerful testament to what is possible when we center and honor the lived experiences of peoples with disabilities and their families, who each day traverse multiple liminal spaces of resistance. Their call to action is clear. Refusing compliance must be a collective endeavor, in which we are steadfast in learning from and in our solidarity with children with disabilities. The wisdoms shared in this book are essential to disability justice, and serve as acts of love, hope, and possibility.”
—Michelle Salazar Pérez, Velma E. Schmidt Endowed Chair for Early Childhood Education at the University of North Texas
“An invaluable and timely contribution to early childhood research and practice that centers disability in affirmative and liberatory ways. Each of the chapters offers rich conceptual and pedagogical possibilities for refusing compliance and normalcy in encountering disability in early learning contexts.”
—Fikile Nxumalo, associate professor in the department of Curriculum, Teaching & Learning, University of Toronto
"This book brings together a dynamic group of authors—featuring the voices of children, scholars, practitioners, and families—to challenge readers to refuse and reimagine many of the fundamental assumptions shaping the education of children with disabilities. As incisive as it is hopeful, this text is both a call to action and a breath of fresh air."
—Harper B. Keenan, assistant professor, University of British Columbia
“This moving collection is at once a study of history, an honest accounting of the present, and a hopeful vision for a future made possible by those who recognize, honor, and leverage the full freedom of young children. It is a stunning, needed, and rare contribution to our field, and a call to action in these times that so aggressively threaten the promises of inclusion.”
—Carla Shalaby, P–20 partner support, The School at Marygrove, and coordinator of social justice initiatives and community internships, University of Michigan
“Beneke, Love, and the contributors to this volume . . . create pathways for ‘imagining otherwise,’ showing us how to move beyond that space between resistance and compliance toward something far more liberatory.”
—From the Foreword by Tran Nguyen Templeton, assistant professor of early childhood, and faculty co-director, Rita Gold Center, Teachers College, Columbia University