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Ashley Taylor

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Ashley Taylor

Associate Professor of Educational Studies

Department/Office Information

Education

Contact

(315) 228-6156

I specialize in philosophy of education, feminist disability studies, and inclusive education. I came to this work after witnessing ableism—and resistance to ableism—within residential and employment programming serving individuals labelled with intellectual and developmental disabilities. 

I'm especially interested in what disability studies scholars have called "able-mindedness," and how able-mindedness informs epistemic practices—practices that have to do with knowledge acquisition and knowledge generation. You can learn a bit more through this .

In other work I look at the intersections of dis/ability, race, and gender in education, inclusive pedagogies, and frameworks of institutional accessibility in higher education. To learn more about this work, check out my co-authored piece in Spark Magazine on .

I teach courses in educational foundations, inclusive education/critical special education, and feminist and critical disability studies.

  • Ph.D. Syracuse University 2015
  • M.S. Syracuse University 2010
  • B.A. University of King’s College 2006

Journal Articles

Taylor, A. (2023). The Paradox of Epistemic Ability Profiling. Journal of Philosophy of Education 57 (4-5), 880-900.

McDonough, K. M. and Taylor, A. (2021). Paternalistic Intervention: Intellectual Disability and the Justification of Paternalism in Education. Philosophical Inquiry in Education 28(2), 196-208.  

Taylor, A. and McDonough, K. M. (2021). Safeguarding the Epistemic Agency of Intellectually Disabled Learners. In Winston C. Thompson (Ed.), Philosophy of Education.  

Bacon, J. K. and Taylor, A. (2021). Teaching “Subversively Inclusive” College Courses on Disability, Identity, History, and Activism. Journal of Teaching Disability Studies.  

Bonet, S. W. and Taylor, A. (2020). “I Have an Idea!:” A Disabled Refugee’s Curriculum of Navigation for Resettlement Policy and Practice. Curriculum Inquiry 50(3), 242-261. 

Taylor, A. (2020). Embodied Refusals: Conceptualizing Civic Dissent with Students Labeled with Disabilities. Educational Theory 70(3), 277-296. 

Lamboy, L., Taylor, A., and Thompson, W. C. (2020). Paternalistic Aims and Misattributions of Agency: What the Over-Punishment of Black Girls in U.S. Classrooms Teaches Us About Just School Discipline. Theory and Research in Education 18(1), 59-77. 

Taylor, A. & Shallish, L. (2019). The logic of bio-meritocracy in the promotion of higher education equity. Disability & Society 34(7-8), 1200-1223. 

Taylor, A. (2018). Knowledge Citizens? Intellectual Disability and the Production of Social Meanings within Educational Research. Harvard Educational Review 88​(1), 1-25.  

Book Chapters

Shallish, L. E., Smith, M. D., & Taylor, A. (2022). Collusive Symbiosis: Notes on Disability as White Property in Higher Education. In Subini A. Annamma, Beth A. Ferri, and David J. Connor (Eds.), (pp. 31-44). Teachers College Press. 

Taylor, A. (2020). The Metaphor of Civic Threat: Intellectual Disability and Education for Citizenship. In Linda Ware (Ed.), (pp. 53-67). Springer Publishing.
 
Edited Volumes

Taylor, A. and McDonough, K. (2021). Intellectual Ability and Disability: New Questions for Philosophy of Education. Philosophical Inquiry in Education 28(2). 

 

  • Phi Eta Sigma Professor of the Year, Â鶹Porn, May 2021
  • Exemplary Diversity Scholar, National Center for Institutional Diversity, University of Michigan 2016
  • All University Doctoral Prize, Syracuse University 2015
  • National Academy of Education/Spencer Dissertation Fellowship 2014-15
  • EDUC 101/FSEM 182: The American School
  • EDUC 207: Inclusive and Anti-Ableist Education
  • EDUC 309: Philosophies of Education
  • EDUC 321: Psychological Perspectives in Education
  • EDUC 332: Disability, Difference, and Inclusion (Course taught in partnership with Otsego Academy at Pathfinder Village)
  • EDUC/WMST 339: Feminist Disability Studies
  • EDUC 450: Senior Thesis Seminar
  • EDUC 460: Honors Seminar
  •  in Spark Magazine, co-authored with Michael D. Smith and Lauren Shallish. 
  • on HEPG's Voices in Education blog where I discuss my article "Knowledge Citizens? Intellectual Disability and the Production of Social Meanings within Educational Research."
  •  with the .