Publications

Reconceptualizing Disability in Education

By Luigi Iannacci
Released: Summer 2018

Reconceptualizing Disability in Education provides an essential critical exploration of problematic discourses, practices, and pedagogies that inform how disability is presently understood and responded to within the field of education. Luigi Iannacci interrogates and destabilizes ableist grand narratives that dominate every aspect of how disability is linguistically, bureaucratically, procedurally, and pedagogically configured within education.

» Learn more and how to purchase

Refereed Books

Iannacci, L. & Whitty, P. (Eds.) (2009). Early childhood curricula: Reconceptualist perspectives. Calgary, Alberta: Detselig Press.
» Click here for more information on Early childhood curricula Reconceptualist perspectives

Heydon, R. & Iannacci, L. (2008). Early childhood curricula and the de-pathologizing of childhood. University of Toronto Press.
» Click here for more information on Early childhood curricula and the de-pathologizing of childhood

Journals edited

Iannacci, L. (2014). Special issue: Neoliberalism in ECE. Canadian Children. Vol. 39 (1).

Articles in Refereed Journals

Iannacci, L. (2015). Negotiating consent: Neoliberalism and the politics of conducting research with young children. Canadian Children, 40 (3), 16-26.

Iannacci, L. (2015). Reconceptualizing assessment in early childhood education: Narrative documentation and asset-oriented ways of understanding children’s literacies. International Journal of Holistic Early Learning and Development, 2, 17-33.

» Click to view this article at https://ijheld.lakeheadu.ca/article/view/1377

Heydon, R., Moffatt, L. & Iannacci, L. (2015). 'Every day he has a dream to tell': Classroom literacy curriculum in a full-day kindergarten. Journal of Curriculum Studies. 47(2), 171-202.

» Click to view this article at http://www.tandfonline.com/doi/abs/10.1080/00220272.2014.1000381

Iannacci, L. (2014). Competent and valued: responding to culturally and linguistically diverse students’ literacy and identity. Education Canada, 54, (1), 18-20.
» Click here to read the article: Competent and valued

Graham, B. & Iannacci, L. (2013). Reconceptualizing “Special Education” Curriculum in a Bachelor of Education Program: Teacher Candidate Discourses and Teacher Educator Practices. Canadian Journal of Disability Studies, 2 (2), 10-34.
» Click here to read the article Reconceptualizing “Special Education” Curriculum in a Bachelor of Education Program

Iannacci, L & Graham, B. (2010). Mind the Gap: Destabilizing Dominant Discourses and Beliefs about Learning Disabilities in a Bachelor of Education Program. Alberta Journal of Educational Research, 56 (3), 274-290.

Iannacci, L & Graham, B. (2010). Intersections between and understandings of literacy and disability in a B.Ed program: Discourses, tensions and curriculum. Language and Literacy: A Canadian Educational E- journal 12 (2), 52-70.
» Click here to read the article Intersections between and understandings of literacy and disability in a B.Ed program

Iannacci, L. (2008). Beyond the pragmatic and the liminal: Culturally and linguistically diverse (CLD) students code switching (CS) in early years classrooms. TESL Canada Journal 25(2), 103-123.
» Click here to read the article Beyond the pragmatic and the liminal

Iannacci, L. (2007). Critical Narrative Research (CNR): Conceptualizing and furthering the validity of an emerging methodology. Vitae Scholasticae 24, 55-76.

Iannacci, L. (2007). Learning to “Do” School: Procedural display and culturally and linguistically diverse (CLD) students in Canadian early childhood education (ECE). Journal of the Canadian Association for Curriculum Studies. 4 (2), 55-76.
» Click here to read the article Learning to “Do” School

Heydon, R. & Iannacci, L. (2006). Biomedical approaches to literacy: Two curriculum teachers challenge the treatment of dis/ability in contemporary early literacy education. Language & Literacy. Special Print Edition, May 2006.

Hibbert, K. & Iannacci, L. (2005). From dissemination to discernment: The commodification of literacy instruction and the fostering of ‘good teacher consumerism’. The Reading Teacher. 58(8), 716-727.

Heydon, R., Hibbert, K.& Iannacci, L. (2004/2005). Strategies to support balanced literacy approaches in pre- and in-service teacher education. Journal of Adult and Adolescent Literacy Instruction. 48, (4), 2-9.

Heydon, R. & Iannacci, L. (2004). Learning How to ‘Do’: Creating spaces for “The Missing” in Language and Literacy Curricula and research. Journal of the Canadian Association for Curriculum Studies. 2, (2), 1-6.

Chapters in Refereed Books

Iannacci, L. (2016). A Critical Analysis of Culturally and Linguistically Diverse Community Participation in Canadian Early Childhood Education: Power Relations, Tensions and Possibilities. In Anderson, A., Anderson, J., Hare, J., & McTavish, M. (Eds.). Language, learning and culture in early childhood: Home, school and community contexts (pp. 231- 254). New York: Routledge.

Hibbert, K., Ott, M., Iannacci, L. (2015). Co-constructed by design: The interplay of ‘knowledge processes’ in a fluid cloud curriculum. In Cope, B., & Kalantzis, M. (Eds.). A pedagogy of multiliteracies: Learning by design (pp. 127-141). Palgrove Macmillan.

Iannacci, L. Graham, B. (2013). Addressing Divides and Binaries in Early Childhood Education (ECE): Disability, Discourse and Theory and Practice in a Bachelor of Education Program. In V. Pacini-Ketchabaw & L. Prochner (Eds.), Re-Situating Canadian Early Childhood Education. Peter Lang Press.

Iannacci, L. (2011). Colonizing the Desire of Culturally and Linguistically Diverse (CLD) Children in Early Childhood Education: Curriculum and the Creation of Consumers. In D. Stanley & K. Young (Eds.). Contemporary Studies in Canadian Curriculum: Principles, Portraits & Practices.Calgary, Alberta: Detselig Press.

Iannacci, L. (2009). Colonization, literacy, and the body: A critical narrative of culturally and linguistically diverse (CLD) students in early childhood education. In L. Iannacci & P. Whitty (Eds.), Early childhood curricula: Reconceptualist perspectives (pp. 327-356). Calgary, Alberta: DetseligPress. .

Iannacci, L., & Whitty, P. (2009). Introduction Reconceptualist perspectives. In L.Iannacci & P. Whitty (Eds.). Early childhood curricula: Reconceptualist perspectives (pp. 9-34). Calgary, Alberta: Detselig Press.

Iannacci, L. (2007). Stories that must be told; reclaiming teacher “Otherness” through critical autobiographical research. In W. Smale & K. Young (Eds.) Approaches to educational leadership and practice (pp. 141-155). Detselig Enterprises Ltd.

Refereed Conference Proceedings

Iannacci, L. (2008). Culturally and Linguistically Diverse (CLD) Young Children Learning ESL in Early Childhood Education: Literacy Opportunities and Identity Options. Contact TESL Ontario Magazine, 34 (2), 48-60.

Published Keynote Address

Iannacci, L. (2008). Ethics and Narrative Methods: Developing a Frame for Praxis. Presidential address given at the 2008 International Society for Educational Biography.

Book Review

Iannacci, L. (2008). Classroom Literacy Assessment: Making sense of what students know and do. Paratore, J. R., McCorrmack, R.L. (Eds.). Canadian Journal of Education. 31, (3).

Dissertation/Thesis

Iannacci, L. (2005). Othered among others: A critical narrative of culturally and linguistically diverse (CLD) children’s literacy and identity in early childhood education (ECE). Doctoral dissertation, University of Western Ontario, London, Ontario, Canada.

Iannacci, L. (1998). An autobiographical account of first language and culture replacement. Unpublished master’s thesis, University of Western Ontario, London, Ontario, Canada.

Professional Publications

Iannacci, L. (2017). Constructing Meaning Instructor Guide, 6th Edition. Toronto: Nelson Education Ltd.

Graham, B., Iannacci, L. (2016). Supporting young readers: A tutoring program. Trent University School of Education and Professional Learning.

Iannacci, L. (2012). Constructing Meaning Instructor Guide, 5th Edition. Toronto: Nelson Education Ltd.

Graham, B., Iannacci, L. (2012). Supporting young readers: A tutoring program. Trent University School of Education and Professional Learning.

Iannacci, L. (2005). Teacher annotations. In S. Kaunder (Ed.), Literacy Power: Annotated Teacher’s Edition, Book D. Canada: Gage Learning Corporation.

Iannacci, L. (2005). Teacher annotations. In S. Kaunder (Ed.), Literacy Power: Annotated Teacher’s Edition, Book B. Canada: Gage Learning Corporation.

Iannacci, L. (2004). Teacher annotations. In S. Kaunder (Ed.), Literacy Power: Annotated Teacher’s Edition, Book E. Canada: Gage Learning Corporation.

Iannacci, L. (1998). Cornerstones in Language Arts. In D.L. Strauss (Ed.), Cornerstones, Canadian Language Arts Series. Canada: Gage Educational Publishers.

School of Education