Pulls back the “facades of inclusion” to reveal emotional violence and deep-seated discriminatory practices against special education students. Lisa, herself blind, describes how she was approached by an administrator to take over the role of lunch detention supervisor for the “little barred room.” In a short time, the “little barred room” becomes a place of refuge for Lisa and the other students, who share stories of friendship and create an inclusive space that empowers them to challenge a culture of oppression.
Johnson, L. A. (2016). Lunch Detention: Learning from Students in Our Little Barred Room. Occasional Paper Series, 2016 (36). Retrieved from http://educate.bankstreet.edu/occasional-paper-series/vol2016/iss36/9