References
- Amos, Y. T. (2010). “They don’t want to get it!”: Interaction between minority and White pre-service teachers in a multicultural education class. Multicultural Education, 17(4), 31–37.
- Annamma, S. A. (2017). The pedagogy of pathologization: Dis/abled girls of color in the school-prison nexus. Routledge.
- Annamma, S. A., & Morrison, D. (2018). DisCrit classroom ecology: Using praxis to dismantle dysfunctional education ecologies. Teaching and Teacher Education, 73, 70–80. https://doi.org/https://doi.org/10.1016/j.tate.2018.03.008
- Annamma, S. A., Connor, D. J., & Ferri, B. A. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31. https://doi.org/https://doi.org/10.1080/13613324.2012.730511
- Annamma, S. A., Jackson, D. D., & Morrison, D. (2017). Conceptualizing color-evasiveness: Using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race Ethnicity and Education, 20(2), 147–162. https://doi.org/https://doi.org/10.1080/13613324.2016.1248837
- Artiles, A. J., & Trent, S. O. (2007). Culturally/linguistically diverse students, representation of. In C. R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (pp. 603–605). John Wiley & Sons.
- Artiles, A. J., Bal, A., & Thorius, K. A. K. (2010). Back to the future: A critique of response to intervention’s social justice views. Theory into Practice, 49(4), 250–257. https://doi.org/https://doi.org/10.1080/00405841.2010.510447
- Blanchett, W. J., Klingner, J. K., & Harry, B. (2009). The intersection of race, culture, language, and disability implications for urban education. Urban Education, 44(4), 389–409. https://doi.org/https://doi.org/10.1177/0042085909338686
- Boveda, M., & Aronson, B. A. (2019). Special education preservice teachers, intersectional diversity, and the privileging of emerging professional identities. Remedial and Special Education, 40(4), 248–260. https://doi.org/https://doi.org/10.1177/0741932519838621
- Boveda, M., & McCray, E. D. (2020). Writing (for) our lives: Black feminisms, interconnected guidance, and qualitative research in special education. International Journal of Qualitative Studies in Education, 1–19. https://doi.org/https://doi.org/10.1080/09518398.2020.1771465
- Boveda, M., Reyes, G., & Aronson, B. (2019). Disciplined to access the general education curriculum: Girls of color, disabilities, and specialized education programming. Curriculum Inquiry, 49(4), 405–425. https://doi.org/https://doi.org/10.1080/03626784.2019.1652543
- Broderick, A. A., & Leonardo, Z. (2015). What a good boy. In D. J. Connor, B. A. Ferri, & S. A. Annamma (Eds.), DisCrit: Dis/ability studies and critical race theory in education (pp. 55–67). Teachers College Press.
- Burciaga, R., & Kohli, R. (2018). Disrupting whitestream measures of quality teaching: The community cultural wealth of teachers of color. Multicultural Perspectives, 20(1), 5–12. https://doi.org/https://doi.org/10.1080/15210960.2017.1400915
- Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. https://doi.org/https://doi.org/10.1016/j.jsp.2006.09.001
- Chapman, T. K. (2005). Expressions of “voice” in portraiture. Qualitative Inquiry, 11(1), 27–51. https://doi.org/https://doi.org/10.1177/1077800404270840
- Clark, C. P., & Peterson, B. P. (1986). Teacher’s thought processes. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255–296). Macmillan.
- Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). Routledge.
- Connor, D. J. (2008). Urban narratives: Portraits in progress, life at the intersections of learning disability, race, & social class (Vol. 5). Peter Lang.
- Connor, D. J., Ferri, B. A., & Annamma, S. A. (Eds.). (2015). DisCrit: Dis/ability studies and critical race theory in education. Teachers College Press.
- Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/https://doi.org/10.1007/BF00988593
- Cormier, C. J., & Scott, L. A. (2021). Castaways on Gilligan’s Island: Minoritized special education teachers of color advocating for equity. TEACHING Exceptional Children, 53(3), 234–242. https://doi.org/https://doi.org/10.1177/0040059920974701
- Dávila, B. (2015). Critical race theory, disability microaggressions and Latina/o student experiences in special education. Race Ethnicity and Education, 18(4), 443–468. https://doi.org/https://doi.org/10.1080/13613324.2014.885422
- Davis, L. J. (Ed.). (2006). The disability studies reader (2nd ed.) Routledge.
- Dixson, A. D., & Rousseau, C. K. (2005). And we are still not saved: Critical race theory in education ten years later. Race Ethnicity and Education, 8(1), 7–27. https://doi.org/https://doi.org/10.1080/1361332052000340971
- Dunn, L. M. (1968). Special education for the mildly retarded—Is much of it justifiable? Exceptional Children, 35(1), 5–22. https://doi.org/https://doi.org/10.1177/001440296803500101
- Erevelles, N., & Minear, A. (2010). Unspeakable offenses: Untangling race and disability in discourses of intersectionality. Journal of Literary & Cultural Disability Studies, 4(2), 127–145. https://doi.org/https://doi.org/10.3828/jlcds.2010.11
- Fergus, E. (2015). Social reproduction ideologies: Teacher beliefs about race and culture. In D. J. Connor, B. A. Ferri, & S. A. Annamma (Eds.), DisCrit: Dis/ability studies and critical race theory in education (pp. 117–131). Teachers College Press.
- Gorski, P. C. (2009). What we’re teaching teachers: An analysis of multicultural teacher education coursework syllabi. Teaching and Teacher Education, 25(2), 309–318. https://doi.org/https://doi.org/10.1016/j.tate.2008.07.008
- Habib, D. (Director). (2018). Intelligent lives [Film]. Like Right Now Films.
- Harriet Tubman Collective. (2017). Disability solidarity: Completing the “Vision for Black Lives.” Harvard Journal of African American Public Policy, 69–72.
- Harris, C. I. (1993). Whiteness as property. Harvard Law Review, 106(8), 1707–1791. https://doi.org/https://doi.org/10.2307/1341787
- Hatt, B. (2012). Smartness as cultural practice in schools. American Educational Research Journal, 49(3), 438–460. https://doi.org/https://doi.org/10.3102/0002831211415661
- Hayman, R. L. (1998). The smart culture: Society, intelligence, and law. New York University Press.
- Hereth, J., Kaba, M., Meiners, E., & Wallace, L. (2012). Restorative justice is not enough: School-based interventions in the carceral state. In S. Bahena, N. Cooc, R. Currie-Rubin, P. Kuttner, & M. Ng (Eds.), Disrupting the school to prison pipeline (pp. 240–264). Harvard Education Review.
- Klingner, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41(1), 108–117. https://doi.org/https://doi.org/10.1598/RRQ.41.1.6
- Klingner, J. K., & Harry, B. (2006). The special education referral and decision-making process for English language learners: Child study team meetings and placement conferences. Teachers College Record, 108(11), 2247–2247. https://doi.org/https://doi.org/10.1111/j.1467-9620.2006.00781.x
- Kohli, R., & Pizarro, M. (2016). Fighting to educate our own: Teachers of color, relational accountability, and the struggle for racial justice. Equity & Excellence in Education, 49(1), 72–84. https://doi.org/https://doi.org/10.1080/10665684.2015.1121457
- Kulkarni, S., Kim, S. Y., & Powell, T. (2021). Playing together: A call for multiple stakeholders to reduce exclusionary discipline for young children of color with disabilities. Perspectives on Early Childhood Psychology and Education, 6(1), 251–278.
- Kulkarni, S., Stacy, J., & Kertyzia, H. (2020). Collaborative self-study: Advocating for democratic principles and culturally responsive pedagogy in teacher education. The Educational Forum, 84(1), 4–17. https://doi.org/https://doi.org/10.1080/00131725.2020.1679932
- Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/https://doi.org/10.3102/00028312032003465
- Ladson‐Billings, G. (2006). It’s not the culture of poverty, it’s the poverty of culture: The problem with teacher education. Anthropology & Education Quarterly, 37(2), 104–109. https://doi.org/https://doi.org/10.1525/aeq.2006.37.2.104
- Lawrence-Brown, D., & Sapon-Shevin, M. (2015). Condition critical—Key principles for equitable and inclusive education. Teachers College Press.
- 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.
- Lewis, T. E. (2018). “But I’m not a racist!”: Phenomenology, racism, and the body schema in white, pre-service teacher education. Race Ethnicity and Education, 21(1), 118–131. https://doi.org/https://doi.org/10.1080/13613324.2016.1195354
- Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
- Mason-Williams, L., Bettini, E., Peyton, D., Harvey, A., Rosenberg, M., & Sindelar, P. T. (2020). Rethinking shortages in special education: Making good on the promise of an equal opportunity for students with disabilities. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 43(1), 45–62. https://doi.org/https://doi.org/10.1177/0888406419880352
- Moore, L. F., Jr. (2012). Krip-hop nation is Moore than music. Wordgathering: A Journal of Disability Poetry, 6(2). https://wordgathering.syr.edu/past_issues/issue22/essays/moore2.html
- Moore, T., Jackson, R. G., Kyser, T. S., Skelton, S. M., & King-Thorius, K. (2016). Equity dispatch: Becoming an equity-oriented educator through critical self-reflection. Great Lakes Equity Center.
- Oswald, D. P., Coutinho, M. J., Best, A. M., & Singh, N. N. (1999). Ethnic representation in special education: The influence of school-related economic and demographic variables. The Journal of Special Education, 32(4), 194–206. https://doi.org/https://doi.org/10.1177/002246699903200401
- Petersen, A. J. (2009). Shana’s story: The struggles, quandaries and pitfalls surrounding self-determination. Disability Studies Quarterly, 29(2). https://doi.org/https://doi.org/10.18061/dsq.v29i2.922
- Philip, T. M., & Brown, A. L. (2020). We all want more teachers of color right? Concerns about the emerging consensus [Policy brief]. National Education Policy Center. https://nepc.colorado.edu/publication/diversity
- Picower, B. (2009). The unexamined whiteness of teaching: How white teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197–215. https://doi.org/https://doi.org/10.1080/13613320902995475
- Pizarro, M., & Kohli, R. (2020). “I stopped sleeping”: Teachers of color and the impact of racial battle fatigue. Urban Education, 55(7), 967–991. https://doi.org/https://doi.org/10.1177/0042085918805788
- Saldaña, J. (2009). The coding manual for qualitative researchers. Sage Publications.
- Schofield, J. W. (1986). Causes and consequences of the colorblind perspective. In J. F. Dovidio & S. L. Gaertner (Eds.), Prejudice, discrimination, and racism (pp. 231–253). Academic Press.
- Shakespeare, T. (2006). Disability rights and wrongs. Routledge.
- Shealey, M. W., McHatton, P. A., & Wilson, V. (2011). Moving beyond disproportionality: The role of culturally responsive teaching in special education. Teaching Education, 22(4), 377–396. https://doi.org/https://doi.org/10.1080/10476210.2011.591376
- Souto-Manning, M., & Emdin, C. (2020). On the harm inflicted by urban teacher education programs: Learning from the historical trauma experienced by teachers of color. Urban Education, 1–33. https://doi.org/https://doi.org/10.1177/0042085920926249
- Straus, E. E. (2009). Unequal pieces of a shrinking pie: The struggle between African Americans and Latinos over education, employment and empowerment in Compton, California. History of Education Quarterly, 49(4), 507–529. https://doi.org/https://doi.org/10.1111/j.1748-5959.2009.00227.x
- Vélez, V., & Solórzano, D. G. (2017). Critical race spatial analysis: Conceptualizing GIS as a tool for critical race research in education. In D. Morrison, S. A. Annamma, & D. D. Jackson (Eds.), Critical race spatial analysis: Mapping to understand and address educational inequity (pp. 8–31). Stylus Publishing.
- Wells, A. S. (2014). Seeing past the “color-blind” myth of education policy: Addressing racial and ethnic inequality and supporting culturally diverse schools. Education Digest, 80(3), 38–41.
- Yosso, T. J., & Burciaga, R. (2016). Reclaiming our histories, recovering community cultural wealth (Research Brief No. 5). Center for Critical Race Studies at UCLA.