headshot photo of Dr. Scot Danforth

Dr. Scot Danforth

Professor, Assistant Dean of Research
Attallah College of Educational Studies
Expertise: Disability Studies in Education; Inclusive Education; John Dewey
Office Location: Reeves Hall 110-B
Scholarly Works:
Digital Commons
Education:
The College of William and Mary, Bachelor of Arts
University of North Carolina at Chapel Hill, Master of Education
University of South Florida, Ph.D.

Biography

Scot Danforth is a well-known scholar working in the fields of disability studies in education and inclusive education. He is author or editor of more than 70 publications, including 10 books. His scholarship examines political and ethical issues involving disabled young people and schooling. His goal is to foster the development of democratic schools and communities that are accepting, supportive, and caring to all persons.

Professor Danforth’s scholarship is inter- and multi-disciplinary, engaging the disciplines of philosophy, history, sociology, anthropology, and education. His publications reach a wide variety of audiences, including public school teachers, parents, policymakers, and researchers in numerous fields of study.

He was cofounder of the Disability Studies in Education Special Interest Group of the AERA (American Education Research Association). He is coeditor of two book series with Peter Lang Publishing: Disability Studies in Education and Inclusive Education and Teacher Education. For six years, he served as coeditor of Disability Studies Quarterly, the official journal of the Society of Disability Studies. He received the Senior Scholar award at the 2014 Second City Disability Studies in Education Conference. Prior to becoming a university researcher and instructor, Professor Danforth was a special education teacher for six years in Virginia, North Carolina, and Florida. 

(Some of the following publications are available at https://chapman.academia.edu/ScotDanforth)

Recent Creative, Scholarly Work and Publications

Danforth, S. (2018) Disability in the family: John and Alice Dewey raising their son Sabino. Teachers College Record, 120, 2, 1-30.
Taff, S. D. & Danforth, S. (2016) Dewey and philosophy of disability. In Peters, M. A. Encyclopedia of Educational Philosophy and Theory. New York: Springer Meteor.
Tiboris, M. & Danforth, S. (2016) Learning to occupy yourself: The substantive content of educating for autonomy. Social Theory and Practice, 42, 3, 636-654.
Danforth, S. (2015) Foreword: Disability studies in education and the sociological imagination (pp. xi-xvi). In Connor, D., Valle, J., & Hale, C. Practicing disability studies in education: Acting toward social change. New York: Peter Lang.
Danforth, S. (2015) Under the mentorship of John Dewey: Democratic lessons for inclusive education. In Jones, P. & Danforth, S. (eds) Foundations of inclusive education research. Bingley, England: Emerald Publishing.
Danforth, S. & Jones, P. (2015) From special education to integration to genuine inclusion. In Jones, P. & Danforth, S. (eds) Foundations of inclusive education research. Bingley, England: Emerald Publishing.
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.
Danforth, S. (2015) Social justice and technocracy: Tracing the narratives of inclusive education in the United States. Discourse: Studies in the Cultural Politics of Education, 1-18.
Danforth, S. & Ressa, T. (2014) Treating the incomplete child: How the science of learning disabilities was built for exclusion. In Kanter, A. & Ferri, B. A. (eds.) Righting educational wrongs: Disability studies in law and education. Syracuse, NY: Syracuse University Press.
Danforth, S. (2014) Technocracy and inclusive education in the United States (pp. 145-160). In Kiuppis, F. & Haustatter, R. S. (eds) Inclusive education twenty years after Salamanca. New York: Peter Lang.
Danforth, S. (2012) Romantic agrarianism and movement education in the United States: Examining the discursive politics of learning disability science (pp. 85-100) In Cole, D. R. & Graham, L. (Eds.) Power In/Of Language. Malden, MA: John Wiley and Sons.
Kim, T. & Danforth, S. (2012) Non-authoritative approach to supervision of student teachers: Cooperating teachers’ conceptual metaphors. Journal of Education for Teaching, 38, 1, 67-82.