Understanding the Boundary between Disability Studies and Special Education through Consilience, Self-Study, and Radical Love

David I. Hernández-Saca is associate professor of disability studies in education in the Department of Special Education at the University of Northern Iowa.Catherine Voulgarides is assistant professor at the City University of New York (CUNY)—Hunter College in the department of special education. Holly Pearson is contingent assistant professor in the department of sociology and criminology at Framingham State University.

• AcknowledgmentsIntroduction, Holly PearsonChapter One: Practicing Consilience Between Disability Studies and Special Education—Some Thoughts from a Career-long Attempt, David J. ConnorChapter Two: At the Nexus of Disability Studies in (Special) Education: Towards Consiliencatory Frameworks for Critical Emotion Praxis Liberation, David I, Hernández-Saca Chapter Three: Anti-ableism in Teacher Education: Celebrating Disability Identity Through Self-study and Radical Love, Sarah Arvey TovChapter Four: Teaching in the In-Between: Opportunities and Factors Informing Inclusive Reform in One School District, Amy J. Petersen, Danielle M. Cowley, Deborah J. Gallagher, and Shehreen IqtadarChapter Five: On the Margins of the Marginalized: Protecting and Loving on Black Children with Intellectual Disability and Emotional and Behavior Disturbances, Lydia Ocasio-StoutenburgChapter Six: Boundaries of Disability Studies and Special Education: Radical Pedagogy and Relatedness, Jane StraussChapter Seven: Critica

Bringing together seasoned to emerging DS/DSE scholars writing from within multiple positionalities, this volume illuminates and interrogates the rewards and struggles of working the interstice between disability studies and special education. The collection constructs a highly diverse communal space for the reader to consider consilience, self-study, and radical love as a collective way forward. Of significance, radical love as the challenge to whiteness and ableism is one of the most compelling and generative arguments I have read to date. I can hardly wait for my students to engage with this provocative work!