Titlebook: Disabled Children‘s Childhood Studies; Critical Approaches Tillie Curran,Katherine Runswick-Cole Book 2013 Palgrave Macmillan, a division

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Who Says What, Where, Why and How? Doing Real-World Research with Disabled Children, Young People anes. Much of this in recent years has been linked to work funded by government or services with an evaluative and applied focus — although there have been some important exceptions that have taken a more holistic approach to understanding the lives of disabled children and young people (for example,

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Remembering School in Different Historical Worlds: Changing Patterns of Education in the Lives of Diuments have asserted that everyone is entitled to enjoy equal rights and fundamental freedoms in different aspects of social life. In 1948, Article 2 of the . expressed that ‘Everyone is entitled to all the rights and freedoms set forth in this Declaration,’ one of these being the right and freedom

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Disabled Children’s Childhood Studies: Alternative Relations and Forms of Authority?ldhood. Studies concerned with impairment and child development discuss disabled children in problematic terms and, it is suggested, these are not studies of their childhood. The dominant discourses of childhood and disability that emerged in the global North continue to have worldwide authority and

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Considerations of an African Childhood Disability Studies and postcolonial paradigm. We recognize the dominance of theories imported from the global North, and note that the global South indigenous knowledge systems (particularly African communities) have been undermined. We begin our discussion by examining the changing structure of families in Africa an

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