About the Contributors
About the Contributors
Tanja Aho (firstname.lastname@example.org) is a Visiting Assistant Professor of American Studies at
American University. She received a PhD in American Studies in 2018 with a dissertation
titled â€œA Mad Critique of Anti-Neoliberalism: Sanism in Contemporary Left Thinking
on Political Economy.â€ Her work on madness/disability, political economy, and popular
culture has been published in American Quarterly, Lateral, JLCDS, and several essay
collections. In 2015 she served as the interim managing editor of the Disability Studies
Quarterly and is currently the co-chair of the American Studies Associationâ€™s Critical
Disability Studies Caucus.
Grit Alter (email@example.com) holds a post-doc position at the Department of SubjectSpecific Education (Unit of Language Education) at the School of Education, University
of Innsbruck in Austria. Her dissertation Inter- and Transcultural Learning in the Context
of Canadian Young Adult Fiction (2015) critically investigates concepts of cultural learning
in view of literature in the EFL classroom and brings forward an understanding of
transcultural literature to enhance transcultural competences. Her current work concentrates on picture books and diversity and she explores the potential of picture books for
advanced learners. Her work on film, literature and new media in the EFL classroom,
global education, and teaching methodology has contributed to several peer-reviewed
conference publications and journals such as Zeitschrift fÃ¼r Anglistik und Amerikanistik,
CLELE journal, and Postcolonial Studies and Transcultural Learning.
Owen Barden (firstname.lastname@example.org) is a Senior Lecturer in Disability and Education at
Liverpool Hope University. He is a core member of the Centre for Culture and Disability
Studies, and Comments Editor for the Journal of Literary and Cultural Disability Studies.
His main research interest is in investigating relationships between disability, technology,
literacies, and learning.
Jade Bryan (email@example.com) is an independent scholar who is currently
training to be a psychotherapist with a specialist in Buddhist spiritual care. Her areas of
research include sexual minority mental health, cultural critique informed by mad studies
and disability justice perspectives; and sexual diversity and Buddhism.
ChloÃ« Hughes (firstname.lastname@example.org) is Professor of Teacher Education at Western Oregon
University, USA, where she teaches literacy, literature, and diversity classes. Her research
focuses on literacy learning among individuals with disabilities and on the portrayal of
disability in childrenâ€™s and young adult literature. Her work has appeared in the Journal
for Intellectual and Developmental Disabilities, Rethinking Schools, War, Literature and the
Arts, in addition to the Journal of Literary and Cultural Disability Studies. As a committee
member for the Jane Adams Childrenâ€™s Book Award, she reviews childrenâ€™s literature
for peace and social justice themes. She has also reviewed texts with representations of
disability for the International and the United States Board on Books for Young People
and the Worlds of Words Review. Her current research investigates protest songs as a
means to examine resistance to tyranny with young people.
Journal of Literary & Cultural Disability Studies 12.3 (2018)
ISSN 1757-6458 (print) 1757-6466 (online)
Â© Liverpool University Press