Transborder DisCrit: Dreaming Across Disjunctures from Mexico

References

• Aguilar, C. (2019). Undocumented critical theory. Cultural Studies ↔ Critical Methodologies, 19(3), 152–160. https://doi.org/10.1177/1532708618817911
   Web of Science ®Google Scholar
• Annamma, S. A. (2018). The pedagogy of pathologization: Dis/abled girls of color in the school-prison nexus. Routledge.
   Google Scholar
• Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/Ability critical race studies (DisCrit): Theorizing at the intersections of race and disability. Race Ethnicity and Education, 16(1), 1–31. https://doi.org/10.1080/13613324.2012.730511
   Web of Science ®Google Scholar
• Anzaldúa, G. (1987). Borderlands/la frontera: The new mestizo. Aunt Lute Books.
   Google Scholar
• Beneke, M. R., Collins, S., & Powell, S. (2021). Who may be competent? Mothering young children of color with disabilities and the politics of care. Equity & Excellence in Education, 54(3), 328–344. https://doi.org/10.1080/10665684.2021.1992604
   Web of Science ®Google Scholar
• Cioè-Peña, M. (2020). Wanting to leave; needing to stay: Issues for undocumented mothers of children with disabilities. Multiple Voices for Ethnically Diverse Exceptional Learners, 20(2), 6–23. https://doi.org/10.5555/2158-396X-20.2.6
   Google Scholar
• Cioè-Peña, M. (2021). (M)othering labeled children: Bilingualism and disability in the lives of Latinx mothers. Multilingual Matters.
   Google Scholar
• Connor, D., Ferri, B., & Annamma, S. (2021). From the personal to the global: Engaging with and enacting DisCrit theory across multiple spaces. Race Ethnicity and Education, 24(5), 597–606. https://doi.org/10.1080/13613324.2021.1918400
   Web of Science ®Google Scholar
• Doe, P. V., 457 U.S. 202. (1982). https://www.oyez.org/cases/1981/80-1538
   Google Scholar
• Dyrness, A., & Sepúlveda, E., III. (2020). Border thinking: Latinx youth decolonizing citizenship. University of Minnesota Press.
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Ed.) Seabury Press.
   Google Scholar
• Gillborn, D., Rollock, N., Vincent, C., & Ball, S. J. (2016). The black middle classes, education, racism, and dis/ability: An intersectional analysis. In D. J. Connor, B. A. Ferri, & S. A. Annamma (Eds.), DisCrit: Disability studies and critical race theory in education (pp. 35–54). Teachers College Press.
   Google Scholar
• Harry, B., & Ocasio-Stoutenburg, L. (2021). Parent advocacy for lives that matter. Research and Practice for Persons with Severe Disabilities, 46(3), 184–198. https://doi.org/10.1177/15407969211036442
   Web of Science ®Google Scholar
• Iqtadar, S., Hernández-Saca, D. I., Ellison, B. S., & Cowley, D. M. (2021). Global conversations: Recovery and detection of global south multiply-marginalized bodies. Race Ethnicity and Education, 24(5), 719–736. https://doi.org/10.1080/13613324.2021.1918412
   Web of Science ®Google Scholar
• Kangas, S. E. N. (2021). “Is it language or disability?”: An ableist and monolingual filter for english learners with disabilities. TESOL Quarterly, 55(3), 673–683. https://doi.org/10.1002/tesq.3029
   Web of Science ®Google Scholar
• Kirkland, D. E. (2014). Why i study culture, and why it matters: Humanizing ethnographies in social science research. In D. Paris & M. T. Winn (Eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 179–200). Sage Publications.
   Google Scholar
• Lavin, C. E., Francis, G. L., Mason, L. H., & LeSueur, R. F. (2022). Perceptions of inclusive education in Mexico city: An exploratory study. International Journal of Disability Development and Education, 69(3), 1065–1079. https://doi.org/10.1080/1034912X.2020.1749572
   Web of Science ®Google Scholar
• Lugo, A. (2008). Fragmented lives, assembled parts: Culture, capitalism, and conquest at the U.S.-Mexico border. University of Texas Press.
   Google Scholar
• Macías, L. F. (2022). Hall pass: DACA recipients’ experiences “passing” in higher education. Equity & Excellence in Education, 55(1–2), 87–104. https://doi.org/10.1080/10665684.2022.2082292
   Web of Science ®Google Scholar
• Marchesi, A. (2019). Salamanca 1994-2019: There is still a long way to Latin America. International Journal of Inclusive Education, 23(7–8), 841–848. https://doi.org/10.1080/13603116.2019.1622803
   Web of Science ®Google Scholar
• Migliarini, V., Elder, B. C., & D’Alessio, S. (2021). A DisCrit-informed person-centered approach to inclusive education in Italy. Equity & Excellence in Education, 54(4), 409–425. https://doi.org/10.1080/10665684.2021.2047415
   Web of Science ®Google Scholar
• Migliarini, V., & Stinson, C. (2021). A disability critical race theory solidarity approach to transform pedagogy and classroom culture in TESOL. TESOL Quarterly, 55(3), 708–718.
   Web of Science ®Google Scholar
• Mignolo, W. D. (2000). Local histories/global designs: Coloniality, subaltern knowledges, and border thinking. Princeton University Press.
   Google Scholar
• Mignolo, W. D. (2011). The darker side of western modernity: Global futures, decolonial options. Duke University Press.
   Google Scholar
• Omi, M., & Winant, H. (2015). Racial formation in the United States (3rd ed.). Routledge.
   Google Scholar
• Padía, L. B., & Traxler, R. E. (2021). Traerás tus documentos (you will bring your documents): Navigating the intersections of disability and citizenship status in special education. Race Ethnicity and Education, 24(5), 687–702. https://doi.org/10.1080/13613324.2021.1918410
   Web of Science ®Google Scholar
• Padilla, A. (2022). LatDiscrit: Exploring Latinx Global South DisCrit reverberations as spaces toward emancipatory learning and radical solidarity. In S. A. Annamma, B. A. Ferri, & D. J. Connor (Eds.), DisCrit expanded: Reverberations, ruptures, and inquiries (pp. 147–162). Teachers College Press.
   Google Scholar
• Paris, D. (2011). ‘A friend who understand fully’: Notes on humanizing research in a multiethnic youth community. International Journal of Qualitative Studies in Education, 2(2), 137–149. https://doi.org/10.1080/09518398.2010.495091
   Google Scholar
• Rood, C. E. (2021). “Working the cracks”: Leveraging educators’ insider knowledge to advocate for inclusive practices. Equity & Excellence in Education, 54(4), 426–439. https://doi.org/10.1080/10665684.2021.2021656
   Web of Science ®Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage Publications.
   Google Scholar
• Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103
   Google Scholar
• Toliver, S. R. (2021). Freedom dreaming in a broken world: The black radical imagination in black girls’ science fiction stories. Research in the Teaching of English, 56(1), 85–106. https://library.ncte.org/journals/rte/issues/v56-1/31344
   Web of Science ®Google Scholar