DisCrit Classroom Ecology: Using praxis to dismantle dysfunctional education ecologies

Annamma, Subini Ancy; Morrison, Deb

doi:10.1016/j.tate.2018.03.008

Cited by 119 publications

(147 citation statements)

References 59 publications

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“…We argue that pre-service teachers' conscious commitment to DisCrit behavior and classroom management would address racism, ableism, and interlocking oppressions that are common in everyday schooling practices. A DisCrit Solidarity would impact the achievement, behavior, and disability labeling of multiply-marginalized Students of Color, all of which would contribute to dismantle the school-to-prison nexus and (re) organize classroom ecologies (Annamma, 2018;Annamma & Morrison, 2018a).…”

Section: Resultsmentioning

confidence: 99%

“…There are seven tenets of DisCrit that support our argument for rethinking behavior and classroom management; each of the tenets unearths why curriculum, pedagogy, and school discipline are conceptualized in hegemonic ways and how they can be reimagined in generative ways for students and teachers (Annamma & Morrison, 2018a). First, DisCrit focuses on how racism and ableism and normal and interdependent (Collins, 2011).…”

Section: Discrit and Affordances For Classroom Managementmentioning

confidence: 99%

“…These contradictory commitments create tensions in teacher education, demanding that educators either (re)produce exclusionary discipline though it has not been shown to work (Noguera & Wing, 2006) or rethink relationships with students so that they are not simply recreating the trends of inequities and mass incarceration within schools (Annamma & Morrison, 2018a).…”

Section: Proposing Disability Critical Race Theorymentioning

confidence: 99%

“…This chapter proposes a Disability Critical Race Theory (DisCrit; Annamma, Connor, & Ferri, 2013) intersectional approach to classroom and behavior management for educators. It aims to demonstrate DisCrit's potential to prepare future teachers to create learning environments that encourage productive social interactions and active engagement in learning through creating solidarity in the classroom (Annamma & Morrison, 2018a). DisCrit illuminates how ability is distributed and withheld based on race and additional marginalized identities, through policies and practices (Annamma, Miller, Jackson, & Handy, under review).…”

Section: Proposing Disability Critical Race Theorymentioning

confidence: 99%

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Classroom and Behavior Management: (Re)conceptualization Through Disability Critical Race Theory

Migliarini¹,

Annamma²

2019

Handbook on Promoting Social Justice in Education

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At a time of global neoliberal reforms and rampant austerity measures, education has become a commodity. Within this context of education as a right for the privileged, racial disparities in discipline and achievement have been normalized and accepted as natural at the expense of multiply-marginalized Students of Color, those at the intersection of multiple oppressions. Consequently, educators feel increasingly powerless and unequipped to reduce such systemic inequities. This chapter refutes the assumption of disparities along the lines of race, disability, and intersectional identity as unavoidable, by advancing a Disability Critical Race Theory (DisCrit) approach to classroom and behavior management for

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Section: Resultsmentioning

confidence: 99%

Section: Discrit and Affordances For Classroom Managementmentioning

confidence: 99%

Section: Proposing Disability Critical Race Theorymentioning

confidence: 99%

Section: Proposing Disability Critical Race Theorymentioning

confidence: 99%

See 2 more Smart Citations

Classroom and Behavior Management: (Re)conceptualization Through Disability Critical Race Theory

Migliarini¹,

Annamma²

2019

Handbook on Promoting Social Justice in Education

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“…An interdisciplinary framework, Disability Critical Race Theory (DisCrit) 3 in Education explores how normalising processes of racism and ableism position unwanted bodies outside of the category of 'normal' in order to justify their exclusion and segregation in education and in society (Annamma, Connor & Ferri, 2013;2016;). DisCrit acknowledges how, in a system of interlocking oppressions rooted in white supremacy, multiply-marginalised groups are most aware of how those oppressions function and intertwine, as well as possible disruption (Crenshaw, 1989, in Annamma & Morrison, 2018. As such, DisCrit centres multiplymarginalised subjects in the analysis that seeks to dismantle racially disparate outcomes (Annamma & Morrison, 2018).…”

Section: Discrit In the Italian Contextmentioning

confidence: 99%

SEN Policies and migrant children in Italian schools: micro-exclusions through discourses of equality

Migliarini

D’Alessio

Bocci

2018

Discourse: Studies in the Cultural Politics of Education

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This article analyses the underpinnings and implementation of Special Educational Needs (SEN) policies in Italy, within the internationally celebrated policy arena of Integrazione Scolastica (i.e., school integration), through an equity prism. The aim is to explore the extent to which SEN policies in Italy foster inclusion and equity in education, particularly when targeting migrant children. In doing so, the paper intends to advance critical thinking about the recent phenomenon of overrepresentation, or 'SENitization', of students from migrant backgrounds within the SEN macro-category in Italy, by examining policy narratives both nationally and locally. Analysing the policies through the intersectional lens of Disability Critical Race Theory in education framework, this article suggest that Italian SEN policies legitimates forms of micro-exclusions of migrant students in mainstream classrooms, despite discursive promises of equality for all students.

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DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise

Beneke

Machado

Taitingfong

2022

Reading Research Quarterly

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In this participatory case study, we explored the critical literacy practices of early‐career early childhood teachers in a year‐long inquiry group, examining how they collectively read school as text through DisCrit literacies. Bridging literature from Disability Critical Race Theory (DisCrit) and critical literacies scholarship, DisCrit literacies involve practices of critically reading school itself as text and uncovering intersecting systems of ableism and racism. We describe teachers’ collective engagement in DisCrit literacies, in which they: (a) deconstructed literacy practices and broader schooling mechanisms through repeated shared readings; (b) implicated themselves through critical readings of literacy classroom artifacts; and (c) identified and designed spaces of subversion and refusal in their literacy classrooms. Across each of these practices, early career early childhood teachers in our study used critical reading practices rooted in interdependence and presumptions of competence to redesign literacy routines. Ultimately, DisCrit literacies supported teachers in dismantling systems of regulation and classification in their early literacy classrooms, and—in solidarity with multiply‐marginalized children— imagining otherwise possibilities. We conclude with implications for teacher education and research, exploring how we might use DisCrit literacies to move toward humanizing early literacy spaces with and for multiply‐marginalized young children.

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DisCrit Classroom Ecology: Using praxis to dismantle dysfunctional education ecologies

Cited by 119 publications

References 59 publications

Classroom and Behavior Management: (Re)conceptualization Through Disability Critical Race Theory

Classroom and Behavior Management: (Re)conceptualization Through Disability Critical Race Theory

SEN Policies and migrant children in Italian schools: micro-exclusions through discourses of equality

DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise

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