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Assistant  Professor

Sarah Reddington is an Assistant Professor in Child and Youth Study. She holds a BA/BPE and an MEd (Inclusive Focus) from Acadia University and a PhD from the University of South Australia (2014). 

Background

Before joining the Child and Youth Study department, Sarah’s career with children and youth included teaching at an independent school for youth with disabilities, resource teaching, and eight years of teaching at the undergraduate and graduate level in education at three respective Maritime universities. She has also served as Academic Lead for the Master of Education Inclusive Program at the University of Prince Edward Island where she supported the design and delivery of their inclusive graduate offerings.

Sarah’s research in the field of critical disability studies is concerned with the relationship between special education practices, medicalized notions of disability experience and how they impact children and youth’s subjectivities and everyday practices. Her work engages with poststructural thinking, affect theory, posthumanism, Deleuzoguattarian theory, queer theory, diffraction and new materialism to challenge the conditions of disablism.

She is currently working with international colleagues on a project that explores how new materialist approaches can be used as a form of pedagogy to disrupt functional knowledges on the lives of children and youth with disabilities and attend to the situated, emergent learner.  This is in line with recent work Sarah has published that explores the affective connections youth with autism spectrum make to all kinds of matter (human and nonhuman).  

Sarah’s teaching interests include: inclusive education, capacity approaches to learning, children and youth’s rights and advocacy, differentiated curriculum, visual and arts-based methods, Universal Design for Learning, and critical approaches to child and youth study.

Select Publications:

Reddington, S. & Price, D. (2017). Trajectories of Smooth: Mapping two young men with autism spectrum experiences in Canadian school spaces. International Journal of Inclusive Education. DOI: 10.1080/13603116.2017.1336576.

Reddington, S. (2017). A Pedagogy of Movement and Affect: Young Men with ASD and Possibilities. In C. Loeser & B. Pini (Eds.). Anthology of Disability and Masculinity: Corporeality, Pedagogy and the Critique of Alterity. PalgraveMacMillan Publishers 

Reddington, S. & Price, D. (2016). Cyborg and autism: Exploring new social articulations via posthuman connections. International Journal of Qualitative Studies in Education. DOI: 10.1080/09518398.2016.1174898 

Reddington, S. (Under Review). Pedagogy of new materialism: Advancing the educational inclusion agenda for children and youth with disabilities. Disability Studies Quarterly.  

Reddington, S.(Under Review). Young men with autism spectrum: Moving in and across the structured educational terrain. Canadian Journal of Education

Select Presentations:

Reddington, S. (2016). “Defying Labels: A Gender Inclusive Framework”. Produced a gender inclusive gallery presented to the public at Acadia University in collaboration with the School of Education, Valley Youth Project and the Red Door.

Reddington, S. (2014).Affective Dimensions of School Spaces: A rhizomatic mapping of young men with ASD experiences when navigating Canadian school spaces. Paper presented at British Educational Research Association conference, Institute of Education, London, UK , September 24th, 2014.

Reddington, S. (2013). “Transgressing Boundaries: Autism Spectrum Disorder <-> Cyborg <-> Subjectivity” . Paper presented virtually atDarwin Diversity Conference, June 2013.

Reddington, S. (2012). “Unspoken thoughts the use of drawing and visual mapping to elicit data” Charles Darwin University, Darwin, Australia, December 2012.

Reddington, S. (2012). “A diffractive seeing” a presentation of my visual research at Arts Based Research Symposium, Acadia University, October 2012.