DisCrit solidarity as curriculum studies and transformative praxis

References

• Adams, D. L., & Erevelles, N. (2016). Shadow play: DisCrit, dis/respectability, and carceral logics. In D. J. Connor, B. A. Ferri, & S. A. Annamma (Eds.), Disability studies and critical race theory in education (pp. 131–144). New York, NY: Teachers College Press.
   Google Scholar
• Adams, D. L., & Erevelles, N. (2017). Unexpected spaces of confinement: Aversive technologies, intellectual disability, and “bare life. Punishment & Society, 19(3), 348–365. doi:10.1177/1462474517705147
   Web of Science ®Google Scholar
• Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101–126. doi:10.1007/s10648-013-9244-0
   Web of Science ®Google Scholar
• Annamma, S. A. (2015). Innocence, ability and whiteness as property: Teacher education and the school-to-prison pipeline. The Urban Review, 47(2), 293–316. doi:10.1007/s11256-014-0293-6
   Google Scholar
• Annamma, S. A. (2016). Disrupting the carceral state through education journey mapping. International Journal of Qualitative Studies in Education, 29(9), 1210–1221. doi:10.1080/09518398.2016.1214297
   Web of Science ®Google Scholar
• Annamma, S. A. (2017). Not enough: Critiques of Devos and expansive notions of Justice. International Journal of Qualitative Studies in Education, 30(10), 1047–1052. doi:10.1080/09518398.2017.1312608
   Web of Science ®Google Scholar
• Annamma, S. A. (2018). The pedagogy of pathologization: Dis/abled girls of color in the school-prison nexus. New York, NY: Routledge.
   Google Scholar
• Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31. doi:10.1080/13613324.2012.730511
   Web of Science ®Google Scholar
• Annamma, S. A., Handy, G., Miller, A., & Jackson, E. (accepted). Animating discipline disparities through debilitating practices: Girls of Color & withholding in the classroom. Teachers College Record.
   Google Scholar
• Annamma, S. A., Jackson, D., & Morrison, D. (2017). Conceptualizing color-evasiveness: Using Dis/ability Critical Race Theory to expand a color-blind racial ideology in education and beyond. Race Ethnicity and Education, 20(2), 147–162. doi:10.1080/13613324.2016.1248837
   Web of Science ®Google Scholar
• Annamma, S. A., & Morrison, D. (2018). DisCrit classroom ecology: Using praxis to dismantle dysfunctional education landscapes. Teaching and Teacher Education, 73, 70–80. doi:10.1016/j.tate.2018.03.008
   Web of Science ®Google Scholar
• Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3–42. doi:10.1080/03626784.1981.11075236
   Web of Science ®Google Scholar
• Apple, M. W. (1978). Ideology, reproduction, and educational reform. Comparative Education Review, 22(3), 367–387. doi:10.1086/445993
   Web of Science ®Google Scholar
• Apple, M. W. (2008). Can schooling contribute to a more just society? Education, Citizenship and Social Justice, 3(3), 239–261. doi:10.1177/1746197908095134
   Google Scholar
• Apple, M. W., Au, W., & Gandin, L. A. (2009). Mapping critical education. In M. W. Apple, W. Au, & L. A. Gandin (Eds.), The Routledge international handbook of critical education (pp. 3–19). New York, NY: Routledge.
   Google Scholar
• Asasumasu, K. A. (2017). Things about working with “emotionally disturbed” children that will break your heart. In L.X.Z Brown, E. Ashkenzay, & M.G. Onaiwu (Eds.), All the weight of our dreams: On living a racialized autism (pp. 76–84). Lincoln: DragonBee Press.
   Google Scholar
• Au, W. (2012). Critical curriculum studies: Education, consciousness, and the politics of knowing. New York, NY: Routledge.
   Google Scholar
• Baynton, D. C. (2001). Disability and the justification for inequality in American history. In P. Longmore and L. Umansky (Eds). The new disability history: American perspectives (p. 33–57). New York, NY: New York University Press. doi:10.1086/ahr/107.5.1523
   Google Scholar
• Bell, C. M. (2006). A modest proposal. In L. J. Davis (Ed.), The disability studies reader (2nd ed., pp. 275–282). New York, NY: Routledge.
   Google Scholar
• Bell, D. A. (1976). Serving two masters: Integration ideals and client interests in school desegregation litigation. The Yale Law Journal, 85(4), 470–516. doi:10.2307/795339
   Web of Science ®Google Scholar
• Berne, P. (2015). Disability Justice – A working draft by Patty Berne [Blog post]. Retrieved from http://sinsinvalid.org/blog/disability-justice-a-working-draft-by-patty-berne
   Google Scholar
• Berry, T. R., & Stovall, D. O. (2013). Trayvon Martin and the curriculum of tragedy: Critical race lessons for education. Race Ethnicity and Education, 16(4), 587–602. doi:10.1080/13613324.2013.817775
   Web of Science ®Google Scholar
• Bethune, M. M. (1940). Interview with Dr. Charles Spurgeon Johnson. Retrieved from: https://www.floridamemory.com/onlineclassroom/marybethune/lessonplans/sets/interview/
   Google Scholar
• Bornstein, J. (2015). If they're on tier 1, there are really no concerns that we can see. PBIS medicalizes compliant behavior. Journal of Ethnographic & Qualitative Research, 9(4), 247–267.
   Google Scholar
• Brantlinger, E., & Danforth, S. (2013). Critical theory perspective on social class, race, gender, and classroom management. In Handbook of classroom management (pp. 167–190). New York, NY: Routledge.
   Google Scholar
• Broderick, A., & Leonardo, Z. (2016). What a good boy: The deployment and distribution of “goodness” as ideological property in schools. In D. J. Connor, B. A. Ferri, & S. A. Annamma (Eds.). DisCrit—Disability studies and critical race theory in education (pp. 55–67). New York, NY: Teachers College Press.
   Google Scholar
• Brown, A. L., & Au, W. (2014). Race, memory, and master narratives: A critical essay on US curriculum history. Curriculum Inquiry, 44(3), 358–389. doi:10.1111/curi.12049
   Web of Science ®Google Scholar
• Buffington-Adams, J., & Vaughan, K. P. (2019). Introduction: An invitation to complicated conversations. Journal of Curriculum Theorizing, 34(1), 1–9.
   Google Scholar
• Butler, T. T. (2018). Black girl cartography: Black girlhood and place-making in education research. Review of Research in Education, 42(1), 28–45. doi:10.3102/0091732X18762114
   Web of Science ®Google Scholar
• Cammarota, J., & Romero, A. (2006). A critically compassionate intellectualism for Latina/o students: Raising voices above the silencing in our schools. Multicultural Education, 14(2), 16–23.
   Google Scholar
• Carbado, D. W., Crenshaw, K. W., Mays, V. M., & Tomlinson, B. (2013). Intersectionality: Mapping the movements of a theory. Du Bois Review: Social Science Research on Race, 10(2), 303–312. doi:10.1017/S1742058X13000349
   PubMed Web of Science ®Google Scholar
• Carroll, S. M., & Gaztambide-Fernández, R. (2016). Youth subjectification and resistance in the settler state. Curriculum Inquiry, 46(4), 343–347. doi:10.1080/03626784.2016.1210944
   Web of Science ®Google Scholar
• Chang, M. L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(4), 799–817. doi:10.1007/s11031-012-9335-0
   Web of Science ®Google Scholar
• Civil Rights Data Collection (CDRC (2016). First look report. Retrieved from: http://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf
   Google Scholar
• Collins, K. M. (2016). A DisCrit perspective on The State of Florida v. George Zimmerman: Racism, ableism, and youth out of place in community and school. In D. Connor, B. Ferri, & S. A. Annamma (Eds.), DisCrit: Critical Conversations Across Race, Class, & Disability. New York, NY: Teachers College Press. [Mismatch
   Google Scholar
• Collins, P. H. (1989). The social construction of black feminist thought. Signs: Journal of Women in Culture and Society, 14(4), 745–773. doi:10.1086/494543
   Web of Science ®Google Scholar
• Connor, D. J., & Gabel, S. L. (2013). “Cripping” the curriculum through academic activism: Working toward increasing global exchanges to reframe (dis) ability and education. Equity & Excellence in Education, 46(1), 100–118. doi:10.1080/10665684.2013.750186
   Google Scholar
• Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (1995). Critical race theory: The key writings that formed the movement. New York, NY: The New Press.
   Google Scholar
• Crenshaw, K., Ocen, P., & Nanda, J. (2015). Black girls matter: Pushed out, overpoliced, and underprotected. Retrieved from: http://www.atlanticphilanthropies.org/app/uploads/2015/09/blackgirlsmatter_report.pdf
   Google Scholar
• Darling-Hammond, L. (2010). Recruiting and retaining teachers: Turning around the race to the bottom in high-need schools. Journal of Curriculum and Instruction, 4(1), 16–32. doi:10.3776/joci.2010.v4n1p16-32
   Google Scholar
• Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York, NY: University Press.
   Google Scholar
• De Royston, M. M., Vakil, S., Ross, K. M., Givens, J., & Holman, A. (2017). “He's more like a ‘brother’ than a teacher”: Politicized caring in a program for African American Males. Teachers College Record, 119(4), 1–40.
   Web of Science ®Google Scholar
• Dirth, T. P., & Adams, G. A. (2019). Decolonial theory and disability studies: On the modernity/coloniality of ability. Journal of Social and Political Psychology, 7(1), 260–289. doi:10.5964/jspp.v7i1.762
   Google Scholar
• Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181–194. doi:10.17763/haer.79.2.nu3436017730384w
   Web of Science ®Google Scholar
• El-Sherif, L., & Sinke, M. (2018). “One message, all the time and in every way”: Spatial subjectivities and pedagogies of citizenship. Curriculum Inquiry, 48(1), 35–52. doi:10.1080/03626784.2017.1409590
   Web of Science ®Google Scholar
• Erevelles, N. (2000). Educating unruly bodies: Critical pedagogy, disability studies and the politics of schooling. Educational Theory, 50(1), 25–47. doi:10.1111/j.1741-5446.2000.00025.x
   Google Scholar
• Erevelles, N. (2014). Thinking with disability studies. Disability Studies Quarterly, 34(2), 1–16. doi:10.18061/dsq.v34i2.4248
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans). New York, NY: Continuum.
   Google Scholar
• Freire, P., Freire, A. M. A., & De Oliveira, W. F. (2014). Pedagogy of solidarity. New York, NY: Left Coast Press.
   Google Scholar
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
   Google Scholar
• Gaztambide-Fernández, R., & Murad, Z. (2011). Out of line: Perspectives on the “browning” of curriculum and pedagogy. Journal of Curriculum and Pedagogy, 8(1), 14–16. doi:10.1080/15505170.2011.571538
   Google Scholar
• Gilbert, L. (2017). Notes on understanding and valuing the anger of students marginalized by the social studies curriculum. In P. T. Chandler & T. S. Hawley (Eds.), Race lessons: Using inquiry to teach about race in social studies (pp. 379–395). Charlotte: Information Age Publishing.
   Google Scholar
• Giroux, H. A., & Penna, A. N. (1979). Social education in the classroom: The dynamics of the hidden curriculum. Theory & Research in Social Education, 7(1), 21–42. doi:10.1080/00933104.1979.10506048
   Google Scholar
• Grande, S. (2004). Red pedagogy: Native American and political thought. Lanham, MD: Rowman.
   Google Scholar
• Greene, M. (2008). Commentary: Education and the arts: The windows of imagination. Learning Landscapes, 2(1), 17–21.
   Google Scholar
• Gregory, A., & Ripski, M. B. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37(3), 337–353.
   Web of Science ®Google Scholar
• Harriet Tubman Collective (2016, September 7). Disability solidarity: Completing the “vision for Black lives” [Blog post]. Retrieved from https://harriettubmancollective.tumblr.com/post/150072319030/htcvision4blacklives
   Google Scholar
• Hawkey, K. (2007). “Could you just tell us the story?” Pedagogical approaches to introducing narrative in history classes. Curriculum Inquiry, 37(3), 263–277.
   Web of Science ®Google Scholar
• Hill, D. C. (2018). Black girl pedagogies: Layered lessons on reliability. Curriculum Inquiry, 48(3), 383–405. doi:10.1080/03626784.2018.1468213
   Web of Science ®Google Scholar
• Hooks, B. (1994). Teaching to transgress. New York, NY: Routledge.
   Google Scholar
• Janzen, M. D. (2019). Children’s “Mis” behaviours: An ethical engagement with the mystery of the other. Journal of Curriculum Theorizing, 34(1), 91–99.
   Google Scholar
• King, J. E. (2004). Dysconscious racism. In G. Ladson-Billings & D. Gillborn (Eds.), The Routledge Falmer reader in multicultural education (pp. 71–83). London: Routledge.
   Google Scholar
• Kudlick, C. J. (2003). Disability history: Why we need another “other”. The American Historical Review, 108(3), 763–793. doi:10.1086/529597
   PubMed Web of Science ®Google Scholar
• Ladson-Billings, G. (Ed). (2003). Critical race theory perspectives on the social studies: The profession, policies, and curriculum. Greenwich: IAP.
   Google Scholar
• Ladson-Billings, G., & Tate, I. V., W. (1995). Toward a critical race theory of education. The Teachers College Record, 97(1), 47–68.
   Web of Science ®Google Scholar
• Lamm, N. (2015, September 2). This is Disability Justice [Blog post]. Retrieved from https://thebodyisnotanapology.com/magazine/this-is-disability-justice/
   Google Scholar
• Lee, C. D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38(1), 97–141. doi:10.3102/00028312038001097
   Web of Science ®Google Scholar
• Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17(2), 135–176. doi:10.2307/1179622
   Web of Science ®Google Scholar
• Leonardo, Z., & Broderick, A. (2011). Smartness as property: A critical exploration of intersections between whiteness and disability studies. Teachers College Record, 113(10), 2206–2232.
   Web of Science ®Google Scholar
• Lewis, T. A. (2016, July 22). Honoring Arnaldo Rios-Soto & Charles Kinsey: Achieving liberation through Disability Solidarity [Blog post]. Retrieved from http://www.talilalewis.com/blog/achieving-liberation-through-disability-solidarity
   Google Scholar
• Losen, D., Hodson, C., Ee, J., & Martinez, T. (2015). Disturbing inequities: Exploring the relationship between racial disparities in special education identification and discipline. Journal of Applied Research on Children: Informing Policy for Children at Risk, 5(2), 1–20.
   Google Scholar
• Love, B. L. (2014). I see Trayvon Martin”: What teachers can learn from the tragic death of a young Black male. The Urban Review, 46(2), 292–306. doi:10.1007/s11256-013-0260-7
   Google Scholar
• Mehta, J. D. (2013). The penetration of technocratic logic into the educational field: Rationalizing schooling from the progressives to the present. Teachers College Record, 113(5), 1–40.
   Google Scholar
• Migliarini, V., & Annamma, S. (2018). Applying Disability Critical Race Theory (DisCrit) in the practice of teacher education in the United States. In Lampert, J (Ed)., Oxford research encyclopedia of education. New York, NY: Oxford University Press.
   Google Scholar
• Milner, H. R. (2005). Developing a multicultural curriculum in a predominantly white teaching context: Lessons from an African American teacher in a suburban English classroom. Curriculum Inquiry, 35(4), 391–427. doi:10.1111/j.1467-873X.2005.00335.x
   Web of Science ®Google Scholar
• Milner, H. R. (2013). Scripted and narrowed curriculum reform in urban schools. Urban Education, 48(2), 163–170. doi:10.1177/0042085913478022
   Web of Science ®Google Scholar
• Mingus, M. (2011, February 12). Changing the framework: Disability Justice How our communities can move beyond access to wholeness [Blog post]. Retrieved from https://leavingevidence.wordpress.com/2011/02/12/changing-the-framework-disability-justice/
   Google Scholar
• Mingus, M. (2013, November 20). Beyond access: Mia Mingus on Disability Justice. Interviewed by Macdougall, G. [Interview transcript]. Retrieved from https://equitableeducation.ca/2013/mia-mingus-disability-justice
   Google Scholar
• Mingus, M. (2017, December 27). Interview type.
   Google Scholar
• Morris, M. W. (2016). Pushout: The criminalization of Black girls in schools. New York, NY: The New Press.
   Google Scholar
• Navarro, O. (2018). We can’t do this alone: Validating and inspiring social justice teaching through a community of transformative praxis. Curriculum Inquiry, 48(3), 335–358. doi:10.1080/03626784.2018.1468212
   Web of Science ®Google Scholar
• Nusbaum, E. A., & Steiborn, M. L. (2019). A “Visibilizing” Project: “Seeing” the ontological erasure of disability in teacher education and social studies curricula. Journal of Curriculum Theorizing, 34(1), 24–35.
   Google Scholar
• Nxumalo, F., Vintimilla, C. D., & Nelson, N. (2018). Pedagogical gatherings in early childhood education: Mapping interferences in emergent curriculum. Curriculum Inquiry, 48(4), 433–453. doi:10.1080/03626784.2018.1522930
   Web of Science ®Google Scholar
• Okonofua, J. A., & Eberhardt, J. L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26(5), 617–624. doi:10.1177/0956797615570365
   PubMed Web of Science ®Google Scholar
• Pinar, W. F. (2005). The problem with curriculum and pedagogy. Journal of Curriculum and Pedagogy, 2(1), 67–82. doi:10.1080/15505170.2005.10411529
   Google Scholar
• Platform for Black Lives (2016). Retrieved from https://policy.m4bl.org/platform/
   Google Scholar
• Puar, J. (2017). The right to maim: Debility, capacity, disability. Westchester: Duke University Press.
   Google Scholar
• Raible, J., & Irizarry, J. G. (2010). Redirecting the teacher's gaze: Teacher education, youth surveillance and the school-to-prison pipeline. Teaching and Teacher Education, 26(5), 1196–1203. doi:10.1016/j.tate.2010.02.006
   Web of Science ®Google Scholar
• Richardson, T. (2011). Navigating the problem of inclusion as enclosure in native culture-based education: Theorizing shadow curriculum. Curriculum Inquiry, 41(3), 332–349. doi:10.1111/j.1467-873X.2011.00552.x
   Web of Science ®Google Scholar
• Sabzalian, L. (2018). Curricular standpoints and native feminist theories: Why native feminist theories should matter to curriculum studies. Curriculum Inquiry, 48(3), 359–382. doi:10.1080/03626784.2018.1474710
   Web of Science ®Google Scholar
• Skiba, R., Ormiston, H., Martinez, S., & Cummings, J. (2016). Teaching the social curriculum: Classroom management as behavioral instruction. Theory into Practice, 55(2), 120–128. doi:10.1080/00405841.2016.1148990
   Web of Science ®Google Scholar
• Spivak, G. C. (1985). Three women's texts and a critique of imperialism. Critical Inquiry, 12(1), 243–261. doi:10.1086/448328
   Web of Science ®Google Scholar
• Slee, R. (1996). Inclusive schooling in Australia? Not yet! Cambridge Journal of Education, 26(1), 19–32. doi:10.1080/0305764960260102
   Google Scholar
• Toukan, E. V., & Gaztambide-Fernández, R. (2017). Pedagogies of time, place, and identification. Curriculum Inquiry, 47(5), 439–445. doi:10.1080/03626784.2017.1398391
   Web of Science ®Google Scholar
• Tuck, E., & Gaztambide-Fernández, R. A. (2013). Curriculum, replacement, and settler futurity. Journal of Curriculum Theorizing, 29(1), 72–89.
   Google Scholar
• Valenzuela, A. (1999). Subtractive schooling: US-Mexican youth and the politics of caring. Albany, NY: SUNY Press.
   Google Scholar
• Vaandering, D. (2014). Relational restorative justice pedagogy in educator professional development. Curriculum Inquiry, 44(4), 508–530. doi:10.1111/curi.12057
   Web of Science ®Google Scholar
• Villenas, S., & Deyhle, D. (1999). Critical race theory and ethnographies challenging the stereotypes: Latino families, schooling, resilience and resistance. Curriculum Inquiry, 29(4), 413–445. doi:10.1111/0362-6784.00140
   Web of Science ®Google Scholar
• Wang, H. (2016). Unteachable moments and pedagogical relationships. Curriculum Inquiry, 46(5), 455–472. doi:10.1080/03626784.2016.1236656
   Web of Science ®Google Scholar
• Wing, A. K. (1990). Brief reflections toward a multiplicative theory and praxis of being. Berkeley Women’s Law Journal, 6, 181–201.
   Google Scholar
• Winn, M. (2011). Girl time: Literacy, justice, and the school-to-prison pipeline. New York, NY: Teachers College Press.
   Google Scholar
• Winn, M. T. (2014). Outside of the story: Moving incarcerated youth voices from the margins to the center. In E. R. Meiner & M. T. Winn (Eds.), Education and incarceration (pp. 45–54). New York, NY: Routledge.
   Google Scholar
• Wun, C. (2016). Against captivity Black girls and school discipline policies in the afterlife of slavery. Educational Policy, 30(1), 171–196. doi:0895904815615439
   Web of Science ®Google Scholar
• Yang-Copley, T. (2011, November 11). What Disability Justice has to offer social justice [Blog post]. Retrieved from http://www.grassrootsfundraising.org/2011/11/11-3-what-disability-justice-has-to-offer-social-justice-by-theo-yang-copley/
   Google Scholar
• Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality: An International Journal, 30(5), 485–493.
   Web of Science ®Google Scholar