Untangling ideologies of disablement: the perils of the (in)visibility of dis/ability in urban teacher education programs

References

• Anderson, L. M., & Stillman, J. A. (2013). Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Educational Research, 83(1), 3–69. https://doi.org/10.3102/0034654312468619
   Web of Science ®Google Scholar
• Annamma, S. A. (2015). Whiteness as property: Innocence and ability in teacher education. The Urban Review, 47(2), 293–316. https://doi.org/10.1007/s11256-014-0293-6
   Google Scholar
• Annamma, S. A. (2018). Mapping consequential geographies in the carceral state: Education journey mapping as a qualitative method with girls of color with dis/abilities. Qualitative Inquiry, 24(1), 20–34. https://doi.org/10.1177/1077800417728962
   Web of Science ®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. https://doi.org/10.1080/13613324.2012.730511
   Web of Science ®Google Scholar
• Artiles, A. J. (2011). Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability. Educational Researcher, 40(9), 431–445. https://doi.org/10.3102/0013189X11429391
   Web of Science ®Google Scholar
• Ashby, C. (2012). Disability studies and inclusive teacher preparation: A socially just path for teacher education. Research and Practice for Persons with Severe Disabilities, 37(2), 89–99. https://doi.org/10.1177/154079691203700204
   Web of Science ®Google Scholar
• Banks, J. A., Banks, C. A. M., Cortés, C. E., Hahn, C. L., Merryfield, M. M., Moodley, K. A., & Parker, W. C. (2005). Democracy and diversity: Principles and concepts for educating citizens in a global age. Center for Multicultural Education.
   Google Scholar
• Bauml, M., Castro, A. J., Field, S. L., & Morowski, D. L. (2016). Learning from preservice teachers’ thoughts about teaching in urban schools: Implications for teacher educators. Education and Urban Society, 48(1), 4–29. https://doi.org/10.1177/0013124513514603
   Web of Science ®Google Scholar
• Beneke, M. R. (2021). Mapping socio-spatial constructions of normalcy: Whiteness and ability in teacher candidates’ educational trajectories. Whiteness and Education, 6(1), 22–92. https://doi.org/10.1080/23793406.2020.1803123
   Google Scholar
• Beneke, M. R., & Cheatham, G. A. (2020). Teacher candidates talking (but not talking) about dis/ability and race in preschool. Journal of Literacy Research, 52(3), 245–268. https://doi.org/10.1177/1086296X20939561
   Web of Science ®Google Scholar
• Blanchett, W. J. (2010). Telling it like it is: The role of race, class, & culture in the perpetuation of learning disability as a privileged category for the white middle class. Disability Studies Quarterly, 30(2). https://doi.org/10.18061/dsq.v30i2.1233
   Google Scholar
• 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/10.1177/0042085909338686
   Web of Science ®Google Scholar
• Blanton, L. P., Pugach, M. C., & Boveda, M. (2018). Interrogating the intersections between general and special education in the history of teacher education reform. Journal of Teacher Education, 69(4), 354–366. https://doi.org/10.1177/0022487118778539
   Web of Science ®Google Scholar
• Boda, P. A. (2019). Conceptualizing the margins in science education: The limits of multicultural analyses. Cultural Studies of Science Education, 14(2), 493–514. https://doi.org/10.1007/s11422-019-09926-x
   Web of Science ®Google Scholar
• Brantlinger, E. A. (Ed.). (2006). Who benefits from special education? Remediating (fixing) other people's children. Routledge.
   Google Scholar
• Broderick, A., & Lalvani, P. (2017). Dysconscious ableism: Toward a liberatory praxis in teacher education. International Journal of Inclusive Education, 21(9), 894–905. https://doi.org/10.1080/13603116.2017.1296034
   Web of Science ®Google Scholar
• Broderick, A., & Leonardo, Z. (2016). What a good boy: The deployment and distribution of “goodness” as ideology property in schools. In D. Connor, B. A. Ferri, & S. A. Annamma, (Eds.), DisCrit: Disability studies and critical race theory in education (p. 55). Teachers College Press.
   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
• Charmaz, K. (2014). Constructing grounded theory. Sage.
   Google Scholar
• Chou, V., & Tozer, S. (2008). What’s urban got to do with it? The meanings of urban in urban teacher preparation and development. In F. P. Peterman (Ed.), Partnering to prepare urban teachers: A call to activism (pp. 1–20). Peter Lang.
   Google Scholar
• Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of Empowerment (2nd ed.). Routledge.
   Google Scholar
• Connor, D. (2012). Does dis/ability now sit at the table (s) of social justice and multicultural education? A descriptive survey of three recent anthologies. Disability Studies Quarterly, 32(3). https://doi.org/10.18061/dsq.v32i3.1770
   Google Scholar
• Connor, D. J., & Ferri, B. A. (2005). Integration and inclusion—A troubling nexus: Race, disability, and special education. The Journal of African American History, 90(1–2), 107–127. https://doi.org/10.1086/JAAHv90n1-2p107
   Google Scholar
• Cosier, M., & Ashby, C. E. (2016). Enacting change from within: Disability studies meets teaching and teacher education. Peter Lang.
   Google Scholar
• Cosier, M., & Pearson, H. (2016). Can we talk? The underdeveloped dialogue between teacher education and disability studies. Sage Open, 6(1), 215824401562676. https://doi.org/10.1177/2158244015626766
   Web of Science ®Google Scholar
• Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 140(1), 139–167.
   Google Scholar
• El-Haj, T. R. A., & Rubin, B. C. (2009). Realizing the equity-minded aspirations of detracking and inclusion: Toward a capacity-oriented framework for teacher education. Curriculum Inquiry, 39(3), 435–463. https://doi.org/10.1111/j.1467-873X.2009.00451.x
   Web of Science ®Google Scholar
• Erevelles, N. (2005). Understanding curriculum as normalizing text: Disability meets curriculum theory. Journal of Curriculum Studies, 37(4), 421–439. https://doi.org/10.1080/0022027032000276970
   Web of Science ®Google Scholar
• Erevelles, N., & Minear, A. (2010). Unspeakable offenses: Untangling race and disability in discourses of intersectionality. Journal of Literary & Cultural Disability Studies, 4(2), 127–146. https://doi.org/10.3828/jlcds.2010.11
   Google Scholar
• Erickson, K., & Stull, D. (1998). Doing team ethnography: Warnings and advice. Sage.
   Google Scholar
• Fairclough, N. (1989). Language and power. Longman.
   Google Scholar
• Fairclough, N. (1995). Critical discourse analysis. Lohgman.
   Google Scholar
• Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. Psychology Press.
   Google Scholar
• Ferguson, A. A. (2001). Bad boys: Public schools in the making of black masculinity. University of Michigan Press.
   Google Scholar
• Friedman, T. E., Hallaran, A. E., & Locke, M. A. (2020). Rubberbanding in a liminal space: Teachers contemplate intersections of dis/ability and race in inclusive classrooms. Race Ethnicity and Education. Advance online publication. https://doi.org/10.1080/13613324.2020.1753677
   Google Scholar
• Gabel, S. (2002). Some conceptual problems with critical pedagogy. Curriculum Inquiry, 32(2), 177–201. https://doi.org/10.1111/1467-873X.00222
   Web of Science ®Google Scholar
• Gabel, S. L., & Connor, D. J. (2009). Theorizing disability: Implications and applications for social justice in education. In W. Ayers, T. M. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 395–417). Routledge.
   Google Scholar
• Haberman, M. (1996). Selecting and preparing culturally competent teachers for urban schools. Handbook of Research on Teacher Education, 2, 747–760.
   Google Scholar
• Jensen, S. Q. (2011). Othering, identity formation and agency. Qualitative Studies, 2(2), 63–78. https://doi.org/10.7146/qs.v2i2.5510
   Google Scholar
• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2017). “Makes me wanna holler”: Refuting the “culture of poverty” discourse in urban schooling. The Annals of the American Academy of Political and Social Science, 673(1), 80–90. https://doi.org/10.1177/0002716217718793
   Web of Science ®Google Scholar
• Lalvani, P., & Bacon, J. K. (2019). Rethinking “We are all special”: Anti-ableism curricula in early childhood classrooms. Young Exceptional Children, 22(2), 87–100. https://doi.org/10.1177/1096250618810706
   Google Scholar
• Larnell, G. V., & Bullock, E. C. (2018). A socio-spatial framework for urban mathematics education: Considering equity, social justice, and the spatial turn. In T. G. Bartell (Ed.), Toward equity and social justice in mathematics education (pp. 43–57). Springer.
   Google Scholar
• Leonardo, Z. (2009). Race, whiteness, and education. Routledge.
   Google Scholar
• Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race and the right to the city. Routledge.
   Google Scholar
• Margolis, E. (2004). Looking at discipline, looking at labor: Photographic representations of Indian boarding schools. Visual Studies, 19(1), 72–78. https://doi.org/10.1080/1472586042000204861
   Google Scholar
• Martínez-Álvarez, P., & Chiang, H. M. (2020). A bilingual special education teacher preparation program in New York City: Case studies of teacher candidates’ student teaching experiences. Equity & Excellence in Education, 53(1–2), 196–215. https://doi.org/10.1080/10665684.2020.1749186
   Web of Science ®Google Scholar
• Matsko, K. K., & Hammerness, K. (2014). Unpacking the “urban” in urban teacher education: Making a case for context-specific preparation. Journal of Teacher Education, 65(2), 128–144. https://doi.org/10.1177/0022487113511645
   Web of Science ®Google Scholar
• Michalko, R. (2009). The excessive appearance of disability. International Journal of Qualitative Studies in Education, 22(1), 65–74. https://doi.org/10.1080/09518390802581885
   Google Scholar
• Migliarini, V., & Annamma, S. A. (2020). Classroom and behavior management:(re) conceptualization through disability critical race theory. In R. Papa (Ed.), Handbook on promoting social justice in education (pp. 1511–1532). Springer International Publishing.
   Google Scholar
• Milner, H. R. (2012). But what is urban education? Urban Education, 47(3), 556–561. https://doi.org/10.1177/0042085912447516
   Web of Science ®Google Scholar
• Naraian, S. (2013). Dis/ability, agency, and context: A differential consciousness for doing inclusive education. Curriculum Inquiry, 43(3), 360–387. https://doi.org/10.1111/curi.12014
   Web of Science ®Google Scholar
• Nielsen, K. E. (2013). A disability history of the United States. Beacon Press.
   Google Scholar
• Nieto, S. (2000). Placing equity front and center: Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51(3), 180–187. https://doi.org/10.1177/0022487100051003004
   Web of Science ®Google Scholar
• Oakes, J., Franke, M. L., Quartz, K. H., & Rogers, J. (2002). Research for high-quality urban teaching: Defining it, developing it, assessing it. Journal of Teacher Education, 53(3), 228–234. https://doi.org/10.1177/0022487102053003006
   Web of Science ®Google Scholar
• Oliver, M., & Barnes, C. (2012). The new politics of disablement. Macmillan International HigherEducation.
   Google Scholar
• Parekh, G. (2017). The tyranny of “ability”. Curriculum Inquiry, 47(4), 337–343. https://doi.org/10.1080/03626784.2017.1383755
   Web of Science ®Google Scholar
• Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teacher’s College Press.
   Google Scholar
• Pugach, M. C., Blanton, L. P., Mickelson, A. M., & Boveda, M. (2020). Curriculum theory: The missing perspective in teacher education for inclusion. Teacher Education and Special Education, 43(1), 85–103. https://doi.org/10.1177/0888406419883665
   Web of Science ®Google Scholar
• Pugach, M. C., Gomez-Najarro, J., & Matewos, A. M. (2019). A review of identity in research on social justice in teacher education: What role for intersectionality? Journal of Teacher Education, 70(3), 206–218. https://doi.org/10.1177/0022487118760567
   Web of Science ®Google Scholar
• Razfar, A. (2012). Narrating beliefs: A language ideologies approach to teaches beliefs. Anthropology & Education Quarterly, 43(1), 61–81. https://doi.org/10.1111/j.1548-1492.2011.01157.x
   Web of Science ®Google Scholar
• Schreier, M. (2012). Qualitative content analysis in practice. Sage.
   Google Scholar
• Schwitzman, T. E. (2019). “Dealing with diversity and difference”: A DisCrit analysis of teacher education curriculum at a minority serving institution. Journal of Curriculum Theorizing, 34(1), 50–71.
   Google Scholar
• Siebers, T. (2008). Disability theory. University of Michigan Press.
   Google Scholar
• Skiba, R. J., Horner, R. H., Chung, C.-G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85–107. https://doi.org/10.1080/02796015.2011.12087730
   Web of Science ®Google Scholar
• Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106. https://doi.org/10.1177/0022487101052002002
   Web of Science ®Google Scholar
• Sleeter, C. E. (2017). Critical race theory and the whiteness of teacher education. Urban Education, 52(2), 155–169. https://doi.org/10.1177/0042085916668957
   Web of Science ®Google Scholar
• Soja, E. (1996). Third space: journeys to Los Angeles and other real-and imagined places. Blackwell.
   Google Scholar
• Souto-Manning, M. (2019). Toward praxically-just transformations: Interrupting racism in teacher education. Journal of Education for Teaching, 45(1), 97–113. https://doi.org/10.1080/02607476.2019.1550608
   Web of Science ®Google Scholar
• Thorius, K. A., & Waitoller, F. R. (2017). Strategic coalitions against exclusion at the intersection of race and disability—A rejoinder. Harvard Educational Review, 87(2), 251–257. https://doi.org/10.17763/1943-5045-87.2.251
   Web of Science ®Google Scholar
• Trinder, V. (2020). Teaching toward a decolonizing pedagogy: Critical reflections inside and outside the classroom. Routledge.
   Google Scholar
• U.S. Department of Education. (2019). 41st annual report to congress on the implementation of the Individuals with Disabilities Education Act, Parts B and C. 2019. U.S Department of Education.
   Google Scholar
• Van Dijk, T. A. (2006). Ideology and discourse analysis. Journal of Political Ideologies, 11(2), 115–140. https://doi.org/10.1080/13569310600687908
   Google Scholar
• Voulgarides, C. K., Fergus, E., & Thorius, K. K. A. (2017). Pursuing equity: Disproportionality in special education and the reframing of technical solutions to address systemic inequities. Review of Research in Education, 41(1), 61–87. https://doi.org/10.3102/0091732X16686947
   Google Scholar
• Waitoller, F. R. (2020). Excluded by choice: Urban students with disabilities in the education marketplace. Teachers College Record.
   Google Scholar
• Waitoller, F. R., & Artiles, A. J. (2013). A decade of professional development research for inclusive education: A critical review and notes for a research program. Review of Educational Research, 83(3), 319–356. https://doi.org/10.3102/0034654313483905
   Web of Science ®Google Scholar
• Waitoller, F. R., & Artiles, A. J. (2016). Teacher learning as curating: Becoming inclusive educators in school/university partnerships. Teaching and Teacher Education, 59, 360–371.
   Web of Science ®Google Scholar
• Waitoller, F. R., & Maggin, D. M. (2020). Can charter schools address racial inequities evidenced in access to the general education classroom? A longitudinal study in Chicago public schools. Remedial and Special Education, 41(3), 127–138. https://doi.org/10.1177/0741932518800392
   Web of Science ®Google Scholar
• Waitoller, F. R., & Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366–389. https://doi.org/10.17763/1943-5045-86.3.366
   Web of Science ®Google Scholar
• Wetzel, M., Maloch, B., & Hoffman, J. V. (2017). Retrospective video analysis: A reflective tool for teachers and teacher educators. The Reading Teacher, 70(5), 533–542. https://doi.org/10.1002/trtr.1550
   Web of Science ®Google Scholar
• Wong, A. (2015, March 6). The disability visibility project [Conference presentation]. University of California San Francisco Continuing Medical Education 14th Annual Developmental Disabilities Meeting, San Francisco, CA, United States.
   Google Scholar
• Wong, A. (Ed.). (2020). Disability visibility: First-person stories from the twenty-first century. Vintage.
   Google Scholar