Special education teachers of color and their beliefs about dis/ability and race: Counter-stories of smartness and goodness

Kulkarni, Saili S.

doi:10.1080/03626784.2021.1938973

Cited by 21 publications

(13 citation statements)

References 37 publications

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“…We also believe that this work should not solely center white TCs and can be meaningfully complicated by engaging the voices and perspectives of multiply-marginalized TCs. We recognize that all TCs have traversed emotional geographies of exclusion in schools, but racialized identities may differentially position teachers in relation to ability (Boveda et al, 2019; Kulkarni, 2022). Thus, turning toward the stories and emotional perspectives of multiply-marginalized TCs could offer insights into ways their emotions might be honored to disrupt oppressive school terrain.…”

Section: Discussionmentioning

confidence: 99%

Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research

Beneke

Siuty

Handy

2022

Teachers College Record: The Voice of Scholarship in Education

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Context: Geographies of exclusion (e.g., segregated special education classrooms, school district zoning) are constituted through intersecting oppressive ideologies (e.g., ableism, racism, classism) that co-naturalize notions of “normalcy” and deviance and yield harmful consequences for disabled children of Color. Geographies of exclusion dynamically contribute to and constitute teacher candidates’ feelings about themselves and their social worlds. White teacher candidates’ investment in dominant racial ideologies is well-documented, and recent scholarship has interrogated the role of white emotionality in these processes. However, the extent to which white teacher candidates emotionally ascribe to oppressive constructions of ability have been underexamined. Focus of Study: We sought to uncover how white teacher candidates (TCs) used emotional practices to position themselves in relation to ability within geographies of exclusion as they narrated their educational journeys. Such an examination is necessary to upend ongoing constructions of racial-ability hierarchies in and through teacher education. Using disability critical race theory and emotional geographies, our study was guided by the following question: How do white, nondisabled TCs engage in emotional practices in relation to geographies of exclusion? Research Design: This critical narrative study took place in two teacher education programs in the Pacific Northwest with 42 white, nondisabled teacher candidates. We drew on qualitative mapping as a method for participants to tell stories about themselves and their relationships to places and people over time. All participants generated narratives through written reflections after creating their maps, clarifying aspects of their maps and providing details not captured in their visual representations. Data sources included 42 written narratives and 36 qualitative maps. We analyzed emotional dimensions of TCs’ written narratives and qualitative maps through multiple rounds of both deductive and inductive coding. Conclusions/Recommendations: Our analysis revealed ways white TCs weaponized emotionality to uphold racial-ability hierarchies through emotional geographies of gratitude, ambivalence, and claims to care. By sentimentalizing multiply-marginalized children’s suffering, TCs preserved a façade of being committed to educational justice. We conclude with suggestions for educational researchers, emphasizing that research with white teachers cannot ignore emotional practices that perpetuate harm for multiply-marginalized children. Instead, researchers must surface these engagements head-on, using DisCrit as a driver in teacher education research toward intersectional justice.

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Section: Discussionmentioning

confidence: 99%

Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research

Beneke

Siuty

Handy

2022

Teachers College Record: The Voice of Scholarship in Education

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“…Education, then, is done on these students rather than with them-erasing the possibility that their lived experiences within these contexts could provide valuable information on how to liberate them, as well as how to support their Lives, Hopes, and Dreams. This bears witness to a specific centering of epistemological authority-of who has the power to name their Self and define Othersthat, when not examined critically and intersectionally, leads to the flattening of disability identity as being a medical condition to be merely cured, with little mind paid to how these students' experiences in classrooms provide distinct windows into the ways designs that go unquestioned in our schools are sustained to categorize students among grammars of smartness and goodness [46], which mirror racialized, gendered, and classist articulations and consequences of identity making latently held over from the colonial process.…”

Section: Inclusion Disability Erasure and The Limits Of Biological Id...mentioning

confidence: 99%

Identity Making as a Colonization Process, and the Power of Disability Justice to Cultivate Intersectional Disobedience

Boda

2022

Education Sciences

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Intersectionality has been used to describe the products of difference but scholars who work intersectionally in the tradition of Disability Justice have argued that attention should focus on the process of identity making—those processes by which some Lives–Hopes–Dreams are positioned as more valuable and Whole because of our societies’ commitments to racial capitalist coloniality. This work uses intersectionality as critical social theory, combined with broader cultural analyses of colonization as a process that did not stop within the creation of the Modern Western world, to visibilize identities often explicitly erased: students labeled with disabilities. Through excavating group-made artifacts from a larger research study, I show how intersectionally-disobedient grammars can serve to illuminate complex identity making beyond juxtaposed colonialities of power, and, therein, I situate this bricolage approach as an embodiment toward Disability Justice.

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“…Module is derived from Greek word "Modus" which meaning a manner of working with some instructional materials, modular approach is larger than a session but smaller than the preparation of course is an instructional plan (Kulkarni, 2021). Modules are necessary selfcontained, self-instructional package and self-speed materials which applied by students (Dejene, 2019).…”

Section: Related Researchesmentioning

confidence: 99%

To Determine the Effectiveness of Modular Approach in Teaching Matter and Change in it’s States in General Science for Elementary Classes

Liaqat

Chand

Iqbal

et al. 2022

IRJEI

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Module is a unit of work in a course of instruction that is virtually self-contained and a method of teaching that is based on the building up skills and knowledge in discrete units. Module is self-instructional package; it enables the learner to learn independently. The aim of this study was to investigate the effectiveness of modular approach in teaching matter and change in its states in general science for elementary classes. The major objectives of the study were (i) to determine the role of modular teaching in the academic achievement of students of science at elementary level, (ii) to find out whether the modular teaching is more effective than traditional methods. Study design was pre-test and post-test. All class 5th elementary school students studying general science subject were constitute the population of the study. 40 Students of class 5th studying in general science subject from Govt. Girls Primary School Ziarat Kaka Sahib No. 1 were served as sample of the study. Pre-test and post-test were used as research instrument and data was collected through pre-test and post-test. Collected data was analyzed and interpreted using T-test through SPSS. The analysis of the collected data revealed the following findings. Treatment of modular approach had great effect on experimental group and its academic achievement was better than that of control group. Teaching of G. Science through modular approach was more effective than traditional teaching approach. The study testified a collection of positive outcomes during application of modular approach. Therefore, elementary school teachers may use modular approach in science to improve the academic achievement of students. It is recommended that teachers may be recognized high level of communication through questioning as it endorses participation enhances learning and inspires students. It is recommended that teachers and students should follow modular approach to get maximum benefits from this innovation. Teachers training institutes may make modular approach as a part of their curriculum content and teacher educators may be trained in different model of modular approaches.

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Special education teachers of color and their beliefs about dis/ability and race: Counter-stories of smartness and goodness

Cited by 21 publications

References 37 publications

Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research

Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research

Identity Making as a Colonization Process, and the Power of Disability Justice to Cultivate Intersectional Disobedience

To Determine the Effectiveness of Modular Approach in Teaching Matter and Change in it’s States in General Science for Elementary Classes

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