“Working the Cracks”: Leveraging Educators’ Insider Knowledge to Advocate for Inclusive Practices

Rood, Carrie E.

doi:10.1080/10665684.2021.2021656

Cited by 5 publications

(2 citation statements)

References 25 publications

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“…Consistent with poststructural feminist scholarship (Baxter, 2016; Butler, 1990; Osgood, 2006a; Rood, 2022), the interview data somewhat signalled that individuals did not merely react on a diktat. As demonstrated by Leyla, teachers could deliberately refuse it by choosing to be and act differently.…”

Section: Introductionsupporting

confidence: 60%

Reconfiguring teacher agency within market-driven early childhood spaces

Kamenarac

2022

Policy Futures in Education

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Neoliberal reforms have transformed the early childhood education (ECE) landscape worldwide. The purpose of ECE, what counts as early education and care, and in ECE has been dangerously narrowed to the production of human capital and rationalised by the myth that investing in young children (human capital) will guarantee a better economic future. In this manner, individuals’ efforts and talents achieved through ‘high-quality ECE’ become critical determinators of their own and a country’s success. At the same time, individuals' characteristics and pre-determined circumstances (e.g. race, gender, socioeconomic background), including underlying causes of inequality in society, become a fault of those not exercising the right to ‘freely choose’ from opportunities available on the market. Consistent with a body of literature documenting the damaging impacts of neoliberalism on early childhood education (ECE), this article explores how teacher agency has been reconfigured under a neoliberal framing of ECE in New Zealand. Drawing on a qualitative study with teachers from private-for-profit ECE centres, the article argues that marketisation and privatisation have broken the spirit of collective agency and sense of belonging in the sector, and construed some teachers as business agents contributing, knowingly or unknowingly, to the individual interests of business owners and investors rather than ECE as a public good.

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Section: Introductionsupporting

confidence: 60%

Reconfiguring teacher agency within market-driven early childhood spaces

Kamenarac

2022

Policy Futures in Education

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“…Building on work around “teacher identity and resistance [that] has highlighted the impact that internalizing particular ideological beliefs has on teachers' beliefs and practices,” Rood (2021) explores how 11 teachers who claim a disability studies in education (DSE) frame as part of their professional identity resisted special education structures and policies that embody deficit social positioning for disabled students. Leveraging phenomenological interviews, Rood identified patterned discourses of participants that suggest “those interested in working toward social justice within bureaucratic systems (e.g.…”

Section: Engaging Epistemic Disobedience To Work Toward Disability Ju...mentioning

confidence: 99%

On the methodological and epistemological power of epistemic (de)centering as a reflexive praxis of resistance toward disability justice

Boda

2022

QRJ

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PurposeLeveraging autoethnography and conceptual syntheses, the author stake the claim that supporting people to empower themselves in the naming and description of their lived realities beyond assumed incompleteness constitutes a resistant form of critical praxis the author name as epistemic (de)centering. Through these engagements of varying proximity with the other, meaning those Lives-Hopes-Dreams often outside researchers' personal and professional standpoints, the author aims to argue that critical, reflexive praxes where historically marginalized people, including those living/surviving/thriving with impairments-disabilities, can be afforded place, space, time and respect to visibilize their experiences.Design/methodology/approachIn this paper, the author dreams of radical possibilities afforded by epistemic disobedience to value those Body-Mind-Spirits often elided among social justice work. Interrogating nuances among pieces in a recently published special issue named as “Disability Justice,” the author rearticulates a reality of possibility where the rhetoric that sustains invisibilizations of disabled people via racial-capitalist-ableist-coloniality is disrupted to explicitly position these identities as valuable to inform how to transform society in more just ways.FindingsAnalyses from this work further conversations on disabled subjectivities, post-oppositional logics of centers-margins, and resistant knowledge projects to illuminate how to approach the questions of who gets to decide when justice is achieved, and how abled Body-Mind-Spirits can meet their commitments to justice, especially among those that work in social justice circles.Originality/valueInfusing across this work the voices of multiply marginalized, and disabled, folks provides a cognitive-systemic architecture where research moves from “what if” as abstraction to engage with “how to” center disability justice in education (DJE). In doing so, this research pushes our approaches to social justice praxis, in education and beyond, to think about our individual and collective proximities to self and other, and more specifically disabled Lives-Hopes-Dreams.

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Transborder DisCrit: Dreaming Across Disjunctures from Mexico

Gallo

Suriel

2022

Equity & Excellence in Education

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“Working the Cracks”: Leveraging Educators’ Insider Knowledge to Advocate for Inclusive Practices

Cited by 5 publications

References 25 publications

Reconfiguring teacher agency within market-driven early childhood spaces

Reconfiguring teacher agency within market-driven early childhood spaces

On the methodological and epistemological power of epistemic (de)centering as a reflexive praxis of resistance toward disability justice

Transborder DisCrit: Dreaming Across Disjunctures from Mexico

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