Naraian, Srikala (sn2306)

Srikala Naraian

Professor of Education
Chair, Dept. of Curriculum and Teaching

Educational Background

  • B.A. English, Madras University
  • M.A. Special Education, Michigan State University
  • Ph.D., University of Missouri-St. Louis

Scholarly Interests

disability studies in education; inclusive education; education of students with significant disabilities; inclusive education in international contexts; teacher preparation for inclusive education; qualitative inquiry

Selected Publications

Journal Publications:

Neufeld, M., Naraian, S., & Najib, A. (2025). Refusal as a praxis of teaching inclusively. Pedagogy, Culture & Society, 1–19.

Naraian, S. Neufeld, M. & Bae, Y. (2024). Remembering to feel: Narrating and Teaching without Boundaries. Journal of Ontological Inquiry in Education. 2(1), 1-21.

Naraian, S. (2021). Making inclusion matter: Critical disability studies and teacher education. Journal of Curriculum Studies, 53(3), 298-313

Naraian, S. (2020). What does inclusion mean in the post-human era? Journal of Disability Studies in Education, 1, 1-21.

Naraian, S. (2019). Precarious, debilitated, ordinary: Rethinking (in)capacity for inclusion. Curriculum Inquiry, 49(4), 464-484.

Naraian, S., Newhouse, K. & Leeper, R. (2019). ‘The more I use the technology, I know what I’m capable of doing’: Access and the discourse of capacity. Scandinavian Journal of Disability Research, 21(1), 207–217.

Naraian, S. & Schelssinger, S. (2018). Becoming an inclusive educator: Agentive maneuverings in collaboratively taught classrooms. Teaching and Teacher Education, 71, 179-189.

Naraian, S. & Schelssinger, S. (2017). When theory meets the “reality of reality”: Reviewing the sufficiency of the social model of disability as a foundation for teacher preparation for inclusive education. Teacher Education Quarterly, 44(1), 81-100.

Naraian, S. (2016). Spatializing student learning to re-imagine the “place” of inclusion. Teachers College Record118(12) 1-46.

 

Books:

Amrhein, B. & Naraian, S. (2022) Reading Inclusion Divergently: Articulations From Around The World. Emerald Publishing.

Naraian, S. & Schlessinger, S. (2021) Narratives of Inclusive Teaching: Stories of “becoming” in the field. Peter Lang

Naraian, S. (2017). Teaching for inclusion: Eight Principles for Effective and Equitable Practice. In A. J. Artiles and E. B. Kozleski (eds.) Disability, Culture and Equity book series. Teachers College Press.

 

 

 

How do students with intellectual/developmental disabilities feel about school? Avoiding a reliance on langugage-based methods, this project uses an arts-based approach to inquire into student imaginigs of school. Conducted over a the course of a school year (2023-2024), we worked with two groups of 5-6 students over a total of 16 art-making sessions. Students created art in accordion books as they came together around focal questions about school and learning. Collectively, they invite us to inquire into inclusive processes in new ways.

Our learnings from this project lead to the curation of an exhibit Sensory Interruptions at the Digital Futures Institute, Teachers College, in March of 2025.

Publications:

Naraian, S. & Guarino, M. (under review).  The affordance of sense: Worlding disability in research. Curriculum Inquiry.

Naraian, S. & Guarino, M. (forthcoming). Worlding practices for non-speaking students. In D. Connor and J. Valle (Eds.) Rethinking Disability: A Disability Studies Approach to Inclusive Practices. Routledge.

Related Articles

TC at AERA 2013

Some 172 faculty, students and others affiliated with Teachers College will present at "Education and Poverty: Theory, Research, Policy and Praxis," this year's meeting of the American Educational Research Association (AERA), which will be held in San Francisco from April 27-May 1.

Include Me In

That's been the rallying cry of special-needs students throughout a century-plus of efforts to secure quality education. How far can inclusion go?

A Group of TC Faculty Condemns the Release of Teacher Evaluations Based on Student Test Scores

Group of TC Faculty Condemn the Release of Teacher Evaluations Based on Student Test Scores

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