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

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Saili S. Kulkarni
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引用次数: 13

Abstract

Abstract Teacher beliefs about race and dis/ability 1 are important in understanding how teachers educate and support students of color with dis/abilities. This is particularly critical because of the overrepresentation of students of color in special education, irrelevant curriculum, and poor post-school outcomes which continue to impact students of color with dis/abilities in US public schools. Using qualitative counter-stories of goodness and smartness, this study highlights the expressed beliefs of two special education teachers of color, Leena and Leonardo, who were completing a special education teaching credential program at a Hispanic Serving Institution (HSI) in Southern California. The teachers were asked to compose a series of short and long reflections as part of two courses centering dis/ability and race. They also participated in follow-up interviews in which they reflected on their beliefs and experiences with the intersections of dis/ability and race. Courses were intentionally restructured using Dis/ability Studies and Critical Race Theory (DisCrit), and analyses specifically focused on how participants were positioned through the framework of smartness and goodness. Findings revealed how the experiences of special education teachers of color across time and space were filled with examples of racism and ableism that shaped their beliefs and identities as teachers of color and teachers committed to racial and dis/ability justice. Each counter-story also highlights the challenges special education teachers of color face because of their experiences of multiple and intersecting oppressions.
有色人种特殊教育教师及其对残疾和种族的信仰:聪明与善良的反故事
摘要教师对种族和残疾的信念1对于理解教师如何教育和支持有残疾的有色人种学生很重要。这一点尤为关键,因为有色人种学生在特殊教育中的比例过高,课程不相关,以及糟糕的放学后成绩,这些因素继续影响着美国公立学校中有缺陷/能力的有色人种学生。本研究利用善良和聪明的定性反故事,强调了两位有色人种特殊教育教师Leena和Leonardo表达的信念,他们正在南加州的一所西班牙裔服务机构(HSI)完成特殊教育教学证书项目。教师们被要求撰写一系列长短反思,作为以能力和种族为中心的两门课程的一部分。他们还参加了后续采访,在采访中,他们反思了自己的信仰和经历,以及能力和种族的交叉点。课程有意使用Dis/ability Studies和Critical Race Theory(DisCrit)进行重组,分析特别关注参与者如何通过聪明和善良的框架进行定位。调查结果揭示了有色人种特殊教育教师在时间和空间上的经历中充满了种族主义和能力主义的例子,这些例子塑造了他们作为有色人种教师和致力于种族和能力正义的教师的信仰和身份。每个反故事也突显了有色人种特殊教育教师因经历多重交叉压迫而面临的挑战。
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来源期刊
Curriculum Inquiry
Curriculum Inquiry EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
17.60%
发文量
37
期刊介绍: Curriculum Inquiry is dedicated to the study of educational research, development, evaluation, and theory. This leading international journal brings together influential academics and researchers from a variety of disciplines around the world to provide expert commentary and lively debate. Articles explore important ideas, issues, trends, and problems in education, and each issue also includes provocative and critically analytical editorials covering topics such as curriculum development, educational policy, and teacher education.
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