16 found
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Ashley Taylor [15]Ashley E. Taylor [1]Ashley Elizabeth Taylor [1]
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Ashley Taylor
University of South Florida
Ashley E. Taylor
University of Edinburgh
2 more
  1.  68
    Solidarity: Obligations and Expressions.Ashley E. Taylor - 2014 - Journal of Political Philosophy 23 (2):128-145.
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  2.  79
    Safeguarding the Epistemic Agency of Intellectually Disabled Learners.Ashley Taylor & Kevin McDonough - 2021 - Philosophy of Education 77 (1):24-41.
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  3.  6
    Slow(ed): Lessons on Slowness within Projects of Inclusivity.Ashley Taylor - 2019 - Philosophy of Education 75:625-638.
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  4.  36
    The Logic of Deferral: Educational Aims and Intellectual Disability.Ashley Taylor - 2017 - Studies in Philosophy and Education 37 (3):265-285.
    The educational aims described by educational philosophers rarely embrace the full range of differences in intellectual ability, adaptive behavior, or communication that children exhibit. Because envisioned educational aims have significant consequences for how educational practices, pedagogy, and curricula are conceptualized, the failure to acknowledge and embrace differences in ability leaves open the question of the extent to which students with intellectual disabilities are subject to the same aims as their “typically-developing” peers. In articulating and defending valued aims of education, educational (...)
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  5.  15
    The paradox of epistemic ability profiling.Ashley Taylor - 2024 - Journal of Philosophy of Education 57 (4-5):880-900.
    Intellectually disabled students face particular barriers to epistemic participation within schooling contexts. While negative forms of bias against intellectually disabled people play an important role in creating these barriers, this paper suggests that it is often because of the best intentions of educators and peers that intellectually disabled students are vulnerable to forms of epistemic injustice. The author outlines a form of epistemic injustice that operates through an educational practice widely regarded as serving the interests of intellectually disabled students. ‘Epistemic (...)
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  6.  3
    Addressing Ableism in Schooling and Society? The Capabilities Approach and Students with Disabilities.Ashley Taylor - 2012 - Philosophy of Education 68:113-121.
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  7.  3
    On Purposes and Intentions: Doing the Work of Challenging Ableism in Education.Ashley Taylor - 2015 - Philosophy of Education 71:105-108.
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  8.  70
    The Discourse of Pathology: Reproducing the Able Mind through Bodies of Color.Ashley Taylor - 2015 - Hypatia 30 (1):181-198.
    The growing field of feminist disability studies explores how human bodies are interpreted through cultural values and expectations surrounding physical and mental ability. This paper contributes to and expands upon this conversation by examining how the ideal of “able-mindedness” functions to maintain racial divisions and inequalities through attributions of cognitive and psychiatric disability to bodies of color. Drawing upon contemporary examples from popular social media, public policy, and academic discourse, the author shows how racialized and nonnormatively gendered bodies are identified (...)
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  9.  10
    Gendered Harassment as Concept and Experience in Educational Spaces.Heather Greenhalgh‐Spencer & Ashley Taylor - 2019 - Educational Theory 69 (1):5-15.
  10.  4
    Can You Hear Me? Questioning Dialogue Across Differences of Ability.Ashley Taylor - 2010 - Philosophy of Education 66:45-53.
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  11.  6
    Embodied Refusals: Conceptualizing Dissent in Students Labeled with Significant Disabilities.Ashley Taylor - 2020 - Educational Theory 70 (3):277-296.
  12.  6
    Making Disability (Matter) in Philosophy of Education.Ashley Taylor - 2015 - Philosophy of Education 71:224-232.
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  13.  5
    Theorizing Ability as Capabilityin Philosophy of Education.Ashley Taylor - 2018 - In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 965-980.
    This chapter traces ‘capability’ as a topic of educational concern and ongoing debate, exploring what is meant by the philosophical concept of ‘capability’ in the international lineage of educational philosophy. Its purpose is first to clarify and situate the meaning of ‘capability’ within historical and contemporary debates within educational philosophy, and, second, to explore the relationship between specific philosophical accounts of capability and the notions of educational equality and social justice in education. While the term and concept of ‘capability’ has (...)
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  14.  4
    The Power of Home, and the Home of Power.Ashley Taylor - 2017 - Philosophy of Education 73:483-487.
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  15.  5
    When to List, Who Should List, and How: The Capabilities Approach, Democratic Education, and Inclusion.Ashley Taylor - 2011 - Philosophy of Education 67:235-237.
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  16.  4
    Review of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools by Cara Furman and Cecelia Traugh for Studies in Philosophy and Education. [REVIEW]Ashley Taylor & Vikramaditya Joshi - 2023 - Studies in Philosophy and Education 43 (1):109-112.