Who May Be Competent? Mothering Young Children of Color with Disabilities and the Politics of Care

ABSTRACT

In this critical, qualitative study, we utilized Disability Critical Race Theory and revolutionary mothering to understand how Mothers of Color who have young children with disabilities made meaning of underlying constitutions of competence within schools, and how they conceptualized possibility for justice in early childhood. Findings reveal how Mothers enacted political clarity regarding ableism and racism as they mothered for respect and care. Specifically, Mothers challenged dominant notions of competence in early childhood and strategically resisted early educational practices that positioned their children as unworthy of childhood. Simultaneously, Mothers dreamed beyond the status quo, imagining early childhood systems that decentered educator expertise, and recentered multiply-marginalized children’s (and their families’) agency. We conclude with implications for teaching and learning in early childhood.

Acknowledgments

We would like to thank each of the readers who has offered support in the development of this article. A special thanks to Manka Varghese, Marge Plecki, Ana Elfers, Carly Roberts, and all the participating Mothers, whose feedback and insights strengthened our writing. Additionally, we thank the reviewers and editors at Equity & Excellence in Education. We deeply appreciate the time and care each of you committed to grow the ideas presented here.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. We capitalize Black, Indigenous, Latina/x, Asian, Pacific Islander, Multiracial, and Children/Families/Mothers of Color. This is not meant to flatten or erase the unique struggles of specific communities but to signify patterns of racial subjugation and resistance.

Additional information

Notes on contributors

Margaret R. Beneke

Margaret R. Beneke, PhD, is an assistant professor in the College of Education at University of Washington and a former early childhood teacher. Dr. Beneke’s research examines the ways ableism and racism intersect in early childhood and teacher education settings, as well as how multiply-marginalized young children, their families, and their teachers make meaning of and resist these processes. Her work has been published in Educational Researcher, Journal of Literacy Research, and Whiteness and Education.

Shayla Collins

Shayla Collins is a Continuing Education Specialist at the University of Washington’s Center for Child and Family Well-Being and a mother of two boys with disabilities. She supports multiply-marginalized families through her parent organizing and leadership in Families of Color Seattle, Arc of King County, and Guided Pathways. Ms. Collins also facilitates for Children’s Hospital’s Odessa Brown Children’s Center Mindfulness & Compassion Program Team, and co-facilitates sessions with formerly incarcerated individuals through Progress House.

Selma Powell

Selma Powell, PhD, is an associate teaching professor in the College of Education at University of Washington, where she serves as the director for the Special Education Teacher Education Program. Prior to her doctorate, she worked in public schools for nine years, from preschool through fifth grade. Dr. Powell’s research and passions lie in the preparation and induction of critical, inclusive teachers who can support and sustain multiply-marginalized children and their families.