Office Hours:

MF:TBA
South 233c

 
 

Linda Ware

Associate Professor

Ella Cline Shear School of Education

South Hall 223C
1 College Circle
Geneseo, NY 14454
585-245-5260
ware@geneseo.edu

Ware

Dr. Ware has been a member of the Geneseo faculty since 2006.

Her publications have appeared in various journals including:  the International Journal of Inclusive Education, Equity and Excellence, Disability Studies Quarterly, Journal of Teacher Education, The Educational Researcher, Hypatia, National Women's Studies Association Journal, and The Learning Disability Quarterly.  In addition, The Critical Pedagogy Reader (2nd Edition) (Darder, Baltodano & Torres, Eds) and chapters in the Handbook of Research in the Social Foundations of Education (Tozer, et. al); the Encyclopedia of Diversity in Education (James Banks, Ed.), and the Encyclopedia of Disability (Albrecht, et. al). Most recently her work was anthologized in The Critical Pedagogy Reader (2nd Edition) (Darder, Baltodano & Torres, Eds). Her scholarship has also been included in the Handbook of Research in the Social Foundations of Education (Tozer, et. al); the Encyclopedia of Diversity in Education (James Banks, Ed.), and the Encyclopedia of Disability (Albrecht, et. al).

She has authored numerous chapters in national and international collections with colleagues engaged in critical disability studies scholarship that evolved from her early work in critical special education. Her collaborations include those with teachers, parents, and academic partnerships span international as well as local endeavors published on work in Rochester City Schools and more recently, the Honeyoye Falls Lima Central School District.

Her edited volume,  Ideology and the Politics of (In)Exclusion (Peter Lang, 2006) introduced the work of international educational researchers exploring the challenge of understanding inclusive education as a political rather than a technicist project.

 

 

 

Faculty Information

Education

  • Ph.D., University of Kansas (Honors)
  • M.S., University of Texas (Honors)
  • B.S., University of Texas

Research Interests

Dr. Ware is recognized internationally for the development of interdisciplinary disability studies within education. Her research and scholarship explores disability through a historical, cultural and structural lens. Her empirical research is based in schools and in the community. Her theoretical work is informed by a social political critique of disability.

Publications and Professional Activities

  • Selected recent publications: Ware, L. (2012). Disability Studies. In James A. Banks (Ed.), Encyclopedia of Diversity in Education, Sage Publications. Thousand Oaks, CA. •Ware, L. (2011). When art informs: Inviting ways to see the unexpected. Learning Disability Quarterly. 34 (3), 194-202. •Ware, L. (2010). Disability Studies in Education. In Steven Tozer, Annette Henry, Bernardo Gallegos, Mary Bushnell Greiner and Paula Groves Price (Eds.), The Handbook of Research in the Social Foundations of Education (pp. 244-259). New York & London: Routledge Press. •Ware, L. & Wheeler, N. (2010). Exploring Disability in Young Adult Literature. New York State Department of Education Task Force on Inclusive Education (Chapter 10). •Ware, L. (2010). AERA Leadership and the Disability Studies in Education SIG Collaborate to Increase Conference Accessibility. Educational Researcher, v 39 (3), 264-265. April. •Ware, L. and Valle, J. (2009). Disability studies as the default paradigm? In Shirley R. Steinberg (Ed), 19 urban questions: Teaching in the City (pp. 113-130). New York & London: Peter Lang.
My Classes

Curr 320:
Arts &Career Educ in Community

    This course develops the knowledge, understanding, and skills necessary for preservice teachers to investigate, analyze, and implement community-responsive approaches to arts and career education. The focus is on the materials and resources available for children's participation in the arts in various roles and for development of career awareness. Special attention is given to community resources, modifications and adaptations for students with disabilities, and integration of the arts and career education across the school curriculum. Prerequisites: CURR 213 and CURR 316.

INTD 105:
Writing Seminar:

    Writing Seminar is a course focusing on a specific topic while emphasizing writing practice and instruction, potentially taught by any member of the College faculty. Because this is primarily a course in writing, reading assignments will be briefer than in traditional topic courses, and students will prove their understanding of the subject matter through writing compositions rather than taking examinations. Required of all freshmen. Prerequisites: Enrollment limited to freshmen.

WMST 201:
Gender and Disability: Bodies That Matter

    In this course we consider gender and disability as social markers that inevitably intersect with race, class, sexuality and more recently, with transnational feminism (Erevelles, 2012). Disability is explored as a relationship of power/privilege rather than one characterized by deficit or defect inherent in broken bodies and damaged minds. We begin with an exploration of our own assumptions about gender and disability defined by Tobin Siebers (2008) as "the other that makes otherness imaginable." Our readings will draw from diverse disciplinary and interdisciplinary locations that support intersectional analyses rooted to a contemporary critique of feminism.

INTD 288:
Experimental:

    This course considers humanities-based disability studies in contexts the cut across the arts, social sciences, history, education, literature, business, philosophy, sociology, social policy and law. As an introduction to the scholarly field of disability studies it draws across disciplinary boundaries and is not limited to one field of study alone, but is hybrid in its overview. Scholars in Disability Studies define disability, not as deficit or defect in the body/mind of an individual, but rather as a negotiation of power/privilege where difference serves as a field of ‘political struggle’ (Arnot, 2012). Informed by critical theory, dis/ability is understood as a discursive construction—a fictional “other” to the fictional “norm”—embedded in society. Dis/ability from this perspective offers a way to “think about bodies rather than as something that is wrong with bodies” (NEH Summer Institute on Disability Studies).