Emily A. Nusbaum

Assistant Professor, Learning and Instruction

Full-Time Faculty

(415) 422-2138 ED 127

Biography

Dr. Emily A. Nusbaum's professional experiences began as an inclusion facilitator in SFUSD. She has worked as adjunct faculty and as an Assistant Professor in teacher education/inclusive education in California and Colorado. Dr. Nusbaum supports families in litigation against school districts with the goal of gaining general education access for their K-12 students labeled with a disability. Her teaching, research and professional interests are focused on promoting Disability Studies within interdisciplinary and educational contexts, and in the utilization of DS as a transformative alternative to work in traditional, special education. Dr. Nusbaum's current research is focused on advancing critical, qualitative methods by centering disability/disabled researchers. She is working on a project related to the silence/absence of disability from discourses of justice in education, and the resulting erasure of disabled body/minds from educational landscapes. Dr. Nusbaum is also invested in promoting more equitable experiences for students who identify as disabled in post-secondary education contexts.

Education
PhD, University of California at Berkeley and San Francisco State University; Special Education, Concentration in disability studies
Experience
University of Colorado, Colorado Springs; Assistant Professor, teacher education/special education and disability studies
California State University, Fresno; Assistant Professor; teacher education/special education
San Francisco State University and California State University East Bay; adjunct faculty in teacher education/special education
Expertise
Disability studies in education
Inclusive education - ideology and practice
Critical, qualitative research methods
Research
Advancing disability studies in education and interdisciplinary contexts
Experiences of students who identify as disabled in post-secondary education
Development of critical qualitative methods, related to disability
Publications

Sitter, K.C. & Nusbaum, E.A. (in-press). Critical disability studies and community engagement. In D.E. Lund (Ed.),Wiley International Handbook of Service-Learning for Social Justice.

Lester, J.N. & Nusbaum, E.A. (Guest editors) (2018). “Reclaiming Disability in Critical, Qualitative Research” [special issue]. Qualitative Inquiry, 24(1).

Albanesi, H. & Nusbaum, E.A. (2017). Encountering institutional barriers and resistance: Disability discomfort on one campus. In E. Kim (Ed.), The disability-diversity disconnect in higher education. "New York: Routlege.

Barragan, E. & Nusbaum, E.A. (2017). Perceptions of disability on a post-secondary campus: Implications for oppression and human love. In S.L. Kerschbaum, L.T. Eisenmen, & J.M. Jones (Eds.), Negotiating disability: Disclosure and higher education. Ann Arbor: University of Michigan Press.

Nusbaum, E.A. & Sitter, K.C. (2016). Disrupting the able-bodied normativity of shared power in the duoethnographic process: A critical disability studies lens [Special issue]. Critical Questions in Education, 7(3), 306-317. Retrieved from: https://academyforeducationalstudies.org/journals/journal/current-and-past-issues/volume-7-issue-3-special-issue-on-critical-inquiry/

Ferber, A.F., Albanesi, H., Herrera, A., Nusbaum, E.A., & Ware, L. (2016). Integrating feminist theory and Disability Studies. In K. Haltinner & R. Pilgeram (Eds.), Teaching gender and sex in contemporary America, New York: Springer Press. (INVITED)

Nusbaum, E.A., Dickens, B., Reamy, M. (2016). Disability studies in education as a tool for transformation of the self and teaching. In S. Gabel & S. Danforth (Eds.), Vital questions facing disability studies in education, Volume 2. New York: Peter Lang. (INVITED)

Nusbaum, E.A. (2014). Inclusive education: A messy and liberating venture. In S. Danforth (Ed.), Teaching transformation: Becoming a great inclusive educator. New York: Peter Lang. (INVITED)

Nusbaum, E.A. (2013). Vulnerable to exclusion: The place for segregated education within conceptions of inclusion [Special issue]. International Journal of Inclusive Education. Retrieved from http://dx.doi.org/10.1080/13603116.2013.826292

Ferguson, P. & Nusbaum, E. (2012). Disability studies? What is it and what difference does it matter [Special issue]. Research and Practice for Persons with Severe Handicaps, 37(5)2, 70-80.

Awards & Distinctions
Ellen Brantlinger Emerging Scholar Award, Disability Studies in Education Second City annual conference, Minneapolis, MN. June 2017
Dr. Nusbaum received this award in recognition of their efforts to advocate for understanding disability across multiple contexts--as a professor, researcher, scholar, former teacher, community support liaison, court appointed expert witness, and through multiple collaborations in alliance with disability agencies and organizations locally and nation-wide. Ellen Brantlinger, described in a special issue collection to honor her scholarship and mentorship was noted to have  "made her 'stance' known 'without apology' as she did not come to her politics by popular poll" (Ware, 2013, p. 1223). "To win this award at this stage of my career," says Nusbaum, "has deepened my commitment to further develop my own stance, 'without apology,' and to mentor younger scholars as we honor those who came before us."

American Education Research Association, Disability Studies in Education Special Interest Group, Outstanding Doctoral Dissertation 2010, Spring 2010. 
Dr. Nusbaum received this award for the contribution of their doctoral dissertation (“Vulnerable to exclusion: A disability studies perspective on practices in an inclusive school”) to the field of Disability Studies in Education through a peer-review process