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. Her research and professional interests are focused on promoting Disability Studies within interdisciplinary and educational contexts. Dr. Nusbaum's current research is focused on advancing critical, qualitative methods in disability-related research. She is working on various projects utilizing duo-ethnographic methods, in which considerations of power, access, and opportunity are central. She is also invested in promoting more equitable experiences for students who identify as disabled in post-secondary education contexts.
- PhD, University of California at Berkeley and San Francisco State University; Special Education, Concentration in disability studies
- 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
- Disability studies in education
- Inclusive education - ideology and practice
- Critical, qualitative research methods
- 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
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.
Lester, J.N. & Nusbaum, E.A. (Guest editors) (2018). “Reclaiming Disability in Critical, Qualitative Research” [special issue]. Qualitative Inquiry, 24(1).
Barragan, E. & Nusbaum, E.A. (in-press). 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 awareness: Disclosure and higher education. (REFEREED)
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
Disability Studies in Education SIG of AERA 2010 Dissertation Award