Edited Journals

Valente, J.M., & Danforth, S. (2016). Life in inclusive classrooms: Storytelling with disability studies in education. Bank Street Occasional Papers.

Journal Articles

Valente, J.M. (in press). Anxiety as a tool for critical disability studies fieldwork. Review of Disability Studies: An International Journal.

Valente, J. M. (in press). Mr. Joe becomes a daddy: One father’s take on transitioning from home-to-school. Young Children.

Valente, J.M. (2016). Rethinking inclusion as mundanity: Insights from an experimental bilingual kindergarten classe LSF at École Maternelle Gabriel Sajus in France. Early Childhood Education Journal, 1-10.  doi: 10.1007/s10643-016-0814-x.

Valente, J. M. & Boldt, G. (2016). The curious case of the deaf and contested landscapes of bilingual education. Equity & Excellence in Education, 49(3), 336-349.

Boldt, G., & Valente, J. M. (2016). L’école Gulliver and La Borde: An ethnographic account of collectivist integration and institutional psychotherapy. Curriculum Inquiry, 46(3), 321-341.

Valente, J. M. & Collins, K. (2016). [Dis]ableing educational inequities: A disability studies in education perspective. Review of Disability Studies: An International Journal, 12(1), 1-19.

Valente, J. M. (2016). “Your American Sign Language interpreters are hurting our education”: Toward a relational understanding of inclusive classroom pedagogy. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 25(2), 20-36.

Valente, J. M. & Boldt, G. L. (2015). The rhizome of the deaf child. Qualitative Inquiry, 21(6), 562-574.

Valente, J. M. (2011). Cyborgization: deaf education for young children in the cochlear implantation era. Qualitative Inquiry, 17(7), 639-652.

Valente, J. M. & Collins, K. M. (2010). Straight up nonsense: Or, how to diss students with differences. Teachers College Record. (Commentary)

Collins, K. M., & Valente, J. M. (2010). [Dis]ableing the race to the top. Teachers College Record. (Commentary)

Book Chapters

Valente, J. M. (2014). An “in-betweener” ethnographer: From anxiety to fieldwork methods in a cross-cultural study of bilingual deaf kindergartners. In Connor D., Valle J., & Hale C. (Eds.) Practicing Disability Studies in Education, Acting Toward Social Change (pp. 103-120). New York: Peter Lang.

Boldt, G. L., & Valente, J. M. (2014). Bring back the asylum: Reimagining inclusion in the presence of other. In Bloch M., Swadener B., & Cannella G. (Eds.), Reconceptualizing Early Childhood Care and Education: Critical Questions, New Imaginaries and Social Activism (pp. 201-213). New York: Peter Lang. Invited.

Valente, J. M. (2014). Monster’s analysis: vulnerable anthropology and deaf superhero-becomings. In Oka N. & Sasaki, M. (Eds.), Literacies of the Challenged: To Construct a Truly Inclusive Society (Multiliteracies Series) (pp. 10-36). Tokyo: Kuroshio Shuppan Publishing. Invited.

Valente, J. M. (2012). Going native at Ben Bahan’s house. In Harmon K. & Nelson J. (Eds.), Deaf American Prose (Anthology) (pp. 205-213). Washington, DC: Gallaudet University Press. Invited. (Reprinted chapter from d/Deaf and d/Dumb: A portrait of a deaf kid as a young superhero.)

Valente, J. M., Bahan, B., & Bauman, H.-D. (2011). Sensory politics and the cochlear implant debates. In Paludneviciene, R. & Leigh, I.W. (Eds.), Cochlear Implants: A New Paradigm (pp. 245-258). Washington, DC: Gallaudet University Press. Peer-reviewed/referred.

Collins, K.M. & Valente, J.M. (2010, September 15). Ridiculing ‘Edu-Babble’ Ignores Study’s Content. Education Week, 30(3), 31.