DisCrit at the margins of teacher education: informing curriculum, visibilization, and disciplinary integration

References

• Ainscow, M., A. Howes, P. Farrell, and J. Frankham. 2003. “Making Sense of the Development of Inclusive Practices.” European Journal of Special Needs Education 18: 227–242. doi:10.1080/0885625032000079005.
   Google Scholar
• Alim, H. S., S. Baglieri, G. Ladson-Billings, D. Paris, D. H. Rose, and J. M. Valente. 2017. “Responding to “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy that Accounts for Dis/ability”.” Harvard Educational Review 87 (1): 4–25. doi:10.17763/1943-5045-87.1.4.
   Web of Science ®Google Scholar
• Annamma, S., and D. Morrison. 2018a. “Identifying Dysfunctional Education Ecologies: A DisCrit Analysis of Bias in the Classroom.” Equity & Excellence in Education 51: 114–131. doi:10.1080/10665684.2018.1496047.
   Web of Science ®Google Scholar
• Annamma, S., and D. Morrison. 2018b. “DisCrit Classroom Ecology: Using Praxis to Dismantle Dysfunctional Education Ecologies.” Teaching and Teacher Education 73: 70–80. doi:10.1016/j.tate.2018.03.008.
   Web of Science ®Google Scholar
• Annamma, S., T. Handy, A. L. Miller, and E. Jackson. 2020. “Animating Discipline Disparities through Debilitating Practices: Girls of Color and Inequitable Classroom Interactions.” Teachers College Record 122 (5). doi:10.3102/0013189x20953838.
   Web of Science ®Google Scholar
• Annamma, S. A., D. Connor, and B. Ferri. 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., and T. Handy. 2020. “Sharpening Justice through DisCrit: A Contrapuntal Analysis of Education.” Educational Researcher. Online first. doi:10.3102/0013189X20953838.
   Web of Science ®Google Scholar
• Artiles, Alfredo J. 2011.“Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability.”Educational Researcher 40(9): 431–445.
   Web of Science ®Google Scholar
• Atwater, M. M. 1989. “Including Multicultural Education in Science Education: Definitions, Competencies, and Activities.” Journal of Science Teacher Education 1 (1): 17–20. doi:10.1007/bf03032129.
   Google Scholar
• Baglieri, S., and P. Lalvani. 2019. Undoing Ableism: Teaching about Disability in K-12 Classrooms. Routledge. doi:10.4324/9781351002868.
   Google Scholar
• Boda, P. A. 2018. “Exclusion from Participation in Science: Confessions from an Ally on the Other Side of the Fence.” In Toward Inclusion of All Learners through Science Teacher Education, edited by M. Koomen, S. Kahn, C. Atchison, and T. Wild, 301–311. Sense/Brill Publishing. doi:10.1163/9789004368422_033.
   Google Scholar
• Boda, P. A. 2019a. “Conceptualizing the Margins in Science Education: The Limits of Multicultural Analyses.” Cultural Studies of Science Education 14: 493–514. doi:10.1007/s11422-019-09926-x.
   Web of Science ®Google Scholar
• Boda, P. A. 2019b. “The Conceptual and Disciplinary Segregation of Disability: A Phenomenography of Science Education Graduate Student Learning.” Research in Science Education. (Online first). doi:10.1007/s11165-019-9828-x.
   Google Scholar
• Boveda, M., and E. D. McCray. 2020. “Writing (For) Our Lives: Black Feminisms, Interconnected Guidance, and Qualitative Research in Special Education.” International Journal of Qualitative Studies in Education: 1–19. doi:10.1080/09518398.2020.1771465.
   Web of Science ®Google Scholar
• Brigham, F. J., T. E. Scruggs, and M. A. Mastropieri. 2011. “Science Education and Students with Learning Disabilities.” Learning Disabilities Research & Practice 26: 223–232. doi:10.1111/j.1540-5826.2011.00343.x.
   Web of Science ®Google Scholar
• Browder, D. M., and F. Spooner, eds. 2014. More Language Arts, Math, and Science for Students with Severe Disabilities. Paul H. Brookes Publishing Company. doi:10.1353/etc.2017.0018.
   Google Scholar
• Calabrese Barton, A., and E. Tan. 2020. “Beyond Equity as Inclusion: A Framework of “Rightful Presence” for Guiding Justice-Oriented Studies in Teaching and Learning.” Educational Researcher 49 (6): 433–440. doi:10.3102/0013189x20927363.
   Web of Science ®Google Scholar
• Collins, K. M. 2013. Ability Profiling and School Failure: One Child’s Struggle to Be Seen as Competent. Routledge. doi:10.4324/9780203802533.
   Google Scholar
• Connor, D., W. Cavendish, T. Gonzalez, and P. Jean-Pierre. 2019. “Is a Bridge Even Possible over Troubled Waters? The Field of Special Education Negates the Overrepresentation of Minority Students: A DisCrit Analysis.” Race Ethnicity and Education 22: 723–745. doi:10.1080/13613324.2019.1599343.
   Web of Science ®Google Scholar
• Connor, D. J., and S. L. Gabel. 2010. “Welcoming the Unwelcome: Disability as Diversity.” In Social Justice Pedagogy across the Curriculum, edited by T. Chapman and N. Hobbel, 201–220. Mahwah, NJ: Erlbaum. doi:10.4324/9780203854488.
   Google Scholar
• Cooc, N., and M. Yang. 2016. “Diversity and Equity in the Distribution of Teachers with Special Education Credentials: Trends from California.” AERA Open 2 (4): 1–15. doi:10.1177/2332858416679374.
   PubMed Web of Science ®Google Scholar
• Cosier, M., A. Sandoval-Gomez, D. N. Cardinal, and S. Brophy. 2020. “Placement of Students with Extensive Support Needs in California School Districts: The State of Inclusion and Exclusion.” International Electronic Journal of Elementary Education 12: 249–255. doi:10.26822/iejee.2020358218.
   Google Scholar
• Cowley, D. M. 2016. “A Tale of Two Transitions.” In Enacting Change from Within: Disability Studies Meets Teaching and Teacher Education, edited by C. E. Ashby and M. E. Cosier. New York, NY: Peter Lang. doi:10.3726/978-1-4539-1793-0/16.
   Google Scholar
• de Royston, M., and T. Sengupta-Irving. 2019. “Another Step Forward: Engaging the Political in Learning.” Cognition and Instruction 37: 277–284. doi:10.1080/07370008.2019.1624552.
   Web of Science ®Google Scholar
• Elder, B., and V. Migliarini. 2020. “Decolonizing Inclusive Education: A Collection of Practical Inclusive CDS-and DisCrit-Informed Teaching Practices Implemented in the Global South.” Disability and the Global South 7: 1852–1872. https://disabilityglobalsouth.files.wordpress.com/2020/05/07_01_04.pdf.
   Google Scholar
• Erevelles, N. 2014. “Crippin’ Jim Crow: Disability, Dis-Location, and the School-to-Prison Pipeline.” In Disability Incarcerated, edited by L. Ben-Moshe, C. Chapman, and A. C. Carey, 81–99. New York: Palgrave Macmillan. doi:10.1057/9781137388476_5.
   Google Scholar
• Fisher, A. E., B. W. Fisher, and K. S. Railey. 2020. “Disciplinary Disparities by Race and Disability: Using DisCrit Theory to Examine the Manifestation Determination Review Process in Special Education in the United States.” Race Ethnicity and Education: 1–15. doi:10.1080/13613324.2020.1753671.
   Web of Science ®Google Scholar
• Friedman, T. E., A. E. Hallaran, and M. A. Locke. 2020. “Rubberbanding in a Liminal Space: Teachers Contemplate Intersections of Dis/ability and Race in Inclusive Classrooms.” Race Ethnicity and Education: 1–21. doi:10.1080/13613324.2020.1753677.
   Web of Science ®Google Scholar
• Gillborn, D. 2015. “Intersectionality, Critical Race Theory, and the Primacy of Racism: Race, Class, Gender, and Disability in Education.” Qualitative Inquiry 21: 277–287. doi:10.1177/1077800414557827.
   Web of Science ®Google Scholar
• Hatt, B. 2012. “Smartness as a Cultural Practice in Schools.” American Educational Research Journal 49: 438–460. doi:10.3102/0002831211415661.
   Web of Science ®Google Scholar
• Hedva, J. 2016. Sick Woman Theory. Mask. http://www.maskmagazine.com/not-again/struggle/sick-woman-theory
   Google Scholar
• Heshusius, L. 1989. “The Newtonian Mechanistic Paradigm, Special Education, and Contours of Alternatives: An Overview.” Journal of Learning Disabilities 22: 403–415. doi:10.1177/002221948902200702.
   PubMed Web of Science ®Google Scholar
• Hooks, B. 2014. Teaching to Transgress. Routledge. doi:10.4324/9780203700280.
   Google Scholar
• Jordan, J. 1980. “Poem for South African Women.” Passion New Poems 1977–1980.
   Google Scholar
• Kahn, S., and A. R. Lewis. 2014. “Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes.” Journal of Science Teacher Education 25: 885–910. doi:10.1007/s10972-014-9406-z.
   Google Scholar
• King-Sears, M. E., A. E. Brawand, M. C. Jenkins, and S. Preston-Smith. 2014. “Co-Teaching Perspectives from Secondary Science Co-Teachers and Their Students with Disabilities.” Journal of Science Teacher Education 25: 651–680. doi:10.1007/s10972-014-9391-2.
   Google Scholar
• Kliewer, C., D. Biklen, and A. J. Petersen. 2015. “At the End of Intellectual Disability.” Harvard Educational Review 85 (1): 1–29. doi:10.17763/haer.85.1.j260u3gv2402v576.
   Web of Science ®Google Scholar
• Kolářová, K. 2014. “The Inarticulate Post-Socialist Crip: On the Cruel Optimism of Neoliberal Transformations in the Czech Republic.” Journal of Literary and Cultural Disability Studies 8 (3): 257–274. doi:10.3828/jlcds.2014.22.
   Google Scholar
• Kulkarni, S. (in press, 2021). “Shifting special education teacher beliefs about dis/ability and race: Counter stories of goodness and smartness.” Journal of Curriculum Inquiry. doi:10.1080/03626784.2021.1938973.
   Google Scholar
• Lalvani, P., A. A. Broderick, M. Fine, T. Jacobowitz, and N. Michelli. 2015. “Teacher Education, in Exclusion, and the Implicit Ideology of Separate but Equal: An Invitation to a Dialogue.” Education, Citizenship and Social Justice 10: 168–183. doi:10.1177/1746197915583935.
   Web of Science ®Google Scholar
• Leonardo, Z., and A. Broderick. 2011. “Smartness as Property: A Critical Exploration of Intersections between Whiteness and Disability Studies.” Teachers College Record 113: 2206–2232.
   Web of Science ®Google Scholar
• Mastropieri, M. A., and T. E. Scruggs. 1992. “Science for Students with Disabilities.” Review of Educational Research 62: 377–411. doi:10.3102/00346543062004377.
   Web of Science ®Google Scholar
• McRuer, R., and M. Johnson. 2014. “Proliferating Cripistemologies: A Virtual Roundtable.” Journal of Literary & Cultural Disability Studies 8 (2): 149–170. doi:10.3828/jlcds.2014.13.
   Google Scholar
• Mensah, F. M. 2019. “Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education.” American Educational Research Journal 56: 1412–1456. doi:10.3102/0002831218818093.
   Web of Science ®Google Scholar
• Miles, A. L., A. Nishida, and A. J. Forber-Pratt. 2017. “An Open Letter to White Disability Studies and Ableist Institutions of Higher Education.” Disability Studies Quarterly 37 (3). doi:10.18061/dsq.v37i3.5997.
   Google Scholar
• Miller, A. L. 2020. “Disabled Girls of Color Excavate Exclusionary Literacy Practices and Generate Promising Sociospatial-Textual Solutions.” International Journal of Qualitative Studies in Education: 1–24. doi:10.1080/09518398.2020.1828649.
   Web of Science ®Google Scholar
• Milner, H. R., IV. 2010. “What Does Teacher Education Have to Do with Teaching? Implications for Diversity Studies.” Journal of Teacher Education 61: 118–131. doi:10.1177/0022487109347670.
   Web of Science ®Google Scholar
• Milner, H. R., IV, and T. C. Howard. 2013. “Counter-Narrative as Method: Race, Policy and Research for Teacher Education.” Race Ethnicity and Education 16: 536–561. doi:10.1080/13613324.2013.817772.
   Web of Science ®Google Scholar
• Moore, L. 2017. Black Disabled Art History 101. San Francisco, CA: Xochitl Justice Press.
   Google Scholar
• Morales-Doyle, D., and E. R. Gutstein. 2019. “Racial Capitalism and STEM Education in Chicago Public Schools.” Race Ethnicity and Education 22: 525–544. doi:10.1080/13613324.2019.1592840.
   Web of Science ®Google Scholar
• Morales-Doyle, D., M. Varelas, D. Segura, and M. Bernal-Munera. 2020. “Access, Dissent, Ethics, and Politics: Pre-Service Teachers Negotiating Conceptions of the Work of Teaching Science for Equity.” Cognition and Instruction: 1–30. doi:10.1080/07370008.2020.1828421.
   Web of Science ®Google Scholar
• Naraian, S., and S. Schlessinger. 2017. “When Theory Meets the “Reality of Reality”: Reviewing the Sufficiency of the Social Model of Disability as a Foundation for Teacher Preparation for Inclusive Education.” Teacher Education Quarterly 44: 81–100. doi:10.1016/j.tate.2017.12.012.
   Google Scholar
• Nusbaum, E. A. 2013. “Vulnerable to Exclusion: The Place for Segregated Education within Conceptions of Inclusion.” International Journal of Inclusive Education 17: 1295–1311. doi:10.1080/13603116.2013.826292.
   Web of Science ®Google Scholar
• Nusbaum, E. A., and M. L. Steinborn. 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
• Philip, T. M., M. Souto-Manning, L. Anderson, I. J. Horn, D. Carter Andrews, J. Stillman, and M. Varghese. 2019. “Making Justice Peripheral by Constructing Practice as “Core”: How the Increasing Prominence of Core Practices Challenges Teacher Education.” Journal of Teacher Education 70: 251–264. doi:10.1177/0022487118798324.
   Web of Science ®Google Scholar
• Pinder, P. J., and E. L. Blackwell. 2014. “The “Black Girl Turn” in Research on Gender, Race, and Science Education: Toward Exploring and Understanding the Early Experiences of Black Females in Science, a Literature Review.” Journal of African American Studies 18 (1): 63–71. doi:10.1007/s12111-013-9255-4.
   Google Scholar
• Pugach, M. C., A. M. Matewos, and J. Gomez-Najarro. 2020. “Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?” Journal of Teacher Education. doi:10.1177/0022487120929623.
   Web of Science ®Google Scholar
• Roscigno, R. 2019. “Neuroqueerness as Fugitive Practice: Reading against the Grain of Applied Behavioral Analysis Scholarship.” Educational Studies 55: 405–419. doi:10.1080/00131946.2019.1629929.
   Web of Science ®Google Scholar
• Rule, A. C., G. P. Stefanich, R. M. Boody, and B. Peiffer. 2011. “Impact of Adaptive Materials on Teachers and Their Students with Visual Impairments in Secondary Science and Mathematics Classes.” International Journal of Science Education 33: 865–887. doi:10.1080/09500693.2010.506619.
   Web of Science ®Google Scholar
• Sitter, K. C., and E. A. Nusbaum. 2018. “Critical Disability Studies and Community Engagement.” In The Wiley International Handbook of Service‐Learning for Social Justice, 191–202. doi:10.1002/9781119144397.ch8.
   Google Scholar
• Sleeter, C. E. 2017. “Critical Race Theory and the Whiteness of Teacher Education.” Urban Education 52 (2): 155–169. doi:10.1177/0042085916668957.
   Web of Science ®Google Scholar
• Solorzano, D. G., and T. J. Yosso. 2001. “From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education.” Multicultural Education 9 (1): 2. doi:10.1080/09518390110063365.
   Google Scholar
• Sung, K. K. 2018. “Raciolinguistic Ideology of Antiblackness: Bilingual Education, Tracking, and the Multiracial Imaginary in Urban Schools.” International Journal of Qualitative Studies in Education 31: 667–683. doi:10.1080/09518398.2018.1479047.
   Web of Science ®Google Scholar
• Taylor, J. C., J. Hwang, K. L. Rizzo, and D. A. Hill. 2020. “Supporting Science-Related Instruction for Students with Intellectual and Developmental Disabilities: A Review and Analysis of Research Studies.” Science Educator 27: 102–113. https://eric.ed.gov/?redir=https%3a%2f%2fwww.nsela.org%2fscience-educator-journal-
   Google Scholar
• Tolbert, S., and S. Eichelberger. 2016. “Surviving Teacher Education: A Community Cultural Capital Framework of Persistence.” Race Ethnicity and Education 19: 1025–1042. doi:10.1080/13613324.2014.969222.
   Web of Science ®Google Scholar
• Trent, J. W., Jr. 1994. Inventing the Feeble Mind: A History of Mental Retardation in the United States. doi:10.1080/13613324.2014.969222.
   Google Scholar
• UN (United Nations). 2006. Convention of Rights of Persons with Disabilities and Optional Protocol. New York: United Nations.
   Google Scholar
• Vannest, K. J., B. A. Mason, L. Brown, N. Dyer, S. Maney, and T. Adiguzel. 2009. “Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education.” Journal of Science Teacher Education 20: 353–363. doi:10.1007/s10972-009-9135-x.
   Google Scholar
• Villanueva, M. G., J. Taylor, W. Therrien, and B. Hand. 2012. “Science Education for Students with Special Needs.” Studies in Science Education 48: 187–215. doi:10.1080/14703297.2012.737117.
   Web of Science ®Google Scholar
• Walls, L. 2016. “Awakening a Dialogue: A Critical Race Theory Analysis of US Nature of Science Research from 1967 to 2013.” Journal of Research in Science Teaching 53: 1546–1570. doi:10.1002/tea.21266.
   Web of Science ®Google Scholar
• Wilson, J. D. 2017. “Reimagining Disability and Inclusive Education through Universal Design for Learning.” Disability Studies Quarterly 37 (2). doi:10.18061/dsq.v37i2.5417.
   Google Scholar
• Wong, A., ed.. 2020. Disability Visibility: First-Person Stories from the Twenty-First Century. New York: Vintage.
   Google Scholar