disability studies in education; inclusive education; education of students with significant disabilities; inclusive education in international contexts; teacher preparation for inclusive education
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. New York, NY: Teachers College Press.
Selected Recent Peer-Reviewed Journal Publications:
Naraian, S. (2020). What does inclusion mean in the post-human era? Journal of Disability Studies in Education, 1, 1-21.
Naraian, S., Chacko, M., Feldman, C. & Schwitzman, T. (2020). Emergent concepts of inclusion in the context of committed school leadership. Education and Urban Society, 52(8), 1238-1263.
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., Chacko, M., Feldman, C. & Schwitzman, T. (forthcoming). Emergent concepts of inclusion in the context of committed school leadership. Education and Urban Society.
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 Record, 118(12) 1-46.
Naraian, S. & Khoja-Moolji, S. (2016, published online). Happy places, horrible times and scary learners: Affective performances and sticky objects in inclusive classrooms. International Journal of Qualitative Studies in Education, 29(9).
Naraian, S. (2016, published online). “Real” reading: Reconciling explicit instruction with inclusive pedagogy in a fourth grade classroom. Urban Education.
Naraian, S. (2016, published online). Inclusive education complexly defined for teacher preparation: The significance and uses of error. International Journal of Inclusive Education, 20(9).
Naraian, S. (2015). New linkages for a complex inclusive education: Third World feminism, disability studies and post-positivist realism. In S. Danforth and P. Jones (eds.) Foundations of Inclusive Education Research (pp. 101-114). Emerald Publishing.
Naraian, S. (2015). Uncertainty as a foundation for change. Teachers College Record, 117 (10), 1-6.
Danforth, S. & Naraian, S. (2015). This new field of inclusive education: Beginning a dialogue on conceptual foundations. Intellectual and Developmental Disabilities, 53(1), 70-85.
Naraian, S. (2015). Love's labor lost: Emotional agency in a school worker's story of family advocacy. International Journal of Qualitative Research in Education, 28(1), 92-111.
Naraian, S. & Surabian, M. (2014). New Literacy studies: An alternate frame for preparing teachers to use assistive technology. Teacher Education and Special Education, 37(4), 330-346.
Naraian, S. (2014). Agency in real time? Situating teachers' efforts towards inclusion in the context of local and enduring struggles. Teachers College Record, 116(6).
Naraian, S, & Oyler, C. (2014). Professional development for special education reform: Re-articulating experiences of urban educators. Urban Education, 49(5), 499-526.
Naraian, S. (2013). Dis/ability, agency and context: A differential consciousness for doing inclusive education. Curriculum Inquiry, 43(3), 360-387.
Naraian, S. & Natarajan, P. (2013) Negotiating normalcy with peers in contexts of inclusion: Perceptions of youth with disabilities in India. International Journal of Disability, Development and Education, 60(2), 146-166.
Naraian, S., Ferguson, D.L. & Thomas, N. (2012). Transforming for inclusive practice: Professional development to support the inclusion of students labeled as emotionally disturbed. International Journal of Inclusive Education, 16(7-8), 721-740.
Naraian, S. (2011). Pedagogic voicing: The struggle for participation in an inclusive classroom. Anthropology and Education Quarterly, 42(3), 245-262.
Naraian, S. (2011). Teacher discourse, peer relations and significant disability: Unraveling one friendship story. International Journal of Qualitative Studies in Education, 24(1), 97-115.