Pub Date : 2022-07-01DOI: 10.1177/01614681221111459
Yosung Song, Justin E. Freedman
Background/Context: Every year, an unknown number of North Koreans flee their homeland. As of 2020, 33,752 North Koreans had arrived in South Korea. The political positioning of North Korean refugees in South Korean society is unique from other immigrants, in that they receive immediate South Korean citizenship and are considered members of the same ethnic group as South Koreans. However, North Korean refugees face discrimination in South Korea, including in schools. Purpose/Objective/Research Question/Focus of Study: This paper extends the use of the intersectional analytical framework, disability critical race theory (DisCrit), outside of western settings to the Korean context. The purpose is to analyze the schooling experiences of North Korean refugees in South Korea. We provide a background about the divide between the nations of North and South Korea and discuss how this divide contributes to North Korean refugees’ position as outsiders. We also situate discrimination faced by North Korean refugees within South Korea as a broader response to changing demographics, by highlighting the experiences of immigrants and South Korean multicultural education policy. Drawing upon the voices of North Korean refugees, we analyze how the discrimination they experience constructs them as less capable and valued than their South Korean peers. Research Design: This paper reports the findings of a qualitative study that analyzes data from semi-structured interviews of North Korean refugees in South Korea. The interviews focus on participants’ schooling experiences in mainstream schools, at an alternative school, and in their transition to postsecondary education. Conclusions/Recommendations: Our analysis demonstrates how North Korean refugee students are positioned as dis/abled and come to embody disabling conditions as a result of discrimination based on their ethnicized North Korean identity in South Korea. The construction of North Korean refugees as dis/abled reflects the dominance of the ideals of South Korean ethnicity and an educational ideology that promotes assimilation for economic growth. We conclude by discussing the impact of normalizing processes of ethnocentrism, racism, and ableism, and the potential future development of multicultural education in South Korea.
{"title":"The Construction and Embodiment of Dis/Ability for North Korean Refugees living in South Korea","authors":"Yosung Song, Justin E. Freedman","doi":"10.1177/01614681221111459","DOIUrl":"https://doi.org/10.1177/01614681221111459","url":null,"abstract":"Background/Context: Every year, an unknown number of North Koreans flee their homeland. As of 2020, 33,752 North Koreans had arrived in South Korea. The political positioning of North Korean refugees in South Korean society is unique from other immigrants, in that they receive immediate South Korean citizenship and are considered members of the same ethnic group as South Koreans. However, North Korean refugees face discrimination in South Korea, including in schools. Purpose/Objective/Research Question/Focus of Study: This paper extends the use of the intersectional analytical framework, disability critical race theory (DisCrit), outside of western settings to the Korean context. The purpose is to analyze the schooling experiences of North Korean refugees in South Korea. We provide a background about the divide between the nations of North and South Korea and discuss how this divide contributes to North Korean refugees’ position as outsiders. We also situate discrimination faced by North Korean refugees within South Korea as a broader response to changing demographics, by highlighting the experiences of immigrants and South Korean multicultural education policy. Drawing upon the voices of North Korean refugees, we analyze how the discrimination they experience constructs them as less capable and valued than their South Korean peers. Research Design: This paper reports the findings of a qualitative study that analyzes data from semi-structured interviews of North Korean refugees in South Korea. The interviews focus on participants’ schooling experiences in mainstream schools, at an alternative school, and in their transition to postsecondary education. Conclusions/Recommendations: Our analysis demonstrates how North Korean refugee students are positioned as dis/abled and come to embody disabling conditions as a result of discrimination based on their ethnicized North Korean identity in South Korea. The construction of North Korean refugees as dis/abled reflects the dominance of the ideals of South Korean ethnicity and an educational ideology that promotes assimilation for economic growth. We conclude by discussing the impact of normalizing processes of ethnocentrism, racism, and ableism, and the potential future development of multicultural education in South Korea.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78332765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/01614681221111427
S. Annamma, Beth A. Ferri, D. Connor
This article provides the introduction to a special issue of the Teachers College Record (TCR) “Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education”. We begin by revisiting the seven tenets of DisCrit and citing a truncated intellectual geneology. Next, we trace the importance of a TCR special issue recognizing the mutually constiutive oppressions of racism and ableism. We then briefly describe the powerful premise and substantive contributions of the eight featured articles in this special issue. Each article is featured due to its commitments to link DisCrit theory to practice – engaging praxis through empirical research and/or theoretical engagements examining higher education, teacher education, state standards, k-12 education, carceral education, and international education using a variety of rigorous methods. By taking on racism and ableism across disciplinary boundaries and geographic borders, the contributors to this special issue break open new possibilities.
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Pub Date : 2022-07-01DOI: 10.1177/01614681221111431
Margaret R. Beneke, Molly Baustien Siuty, Tamara Handy
Context: Geographies of exclusion (e.g., segregated special education classrooms, school district zoning) are constituted through intersecting oppressive ideologies (e.g., ableism, racism, classism) that co-naturalize notions of “normalcy” and deviance and yield harmful consequences for disabled children of Color. Geographies of exclusion dynamically contribute to and constitute teacher candidates’ feelings about themselves and their social worlds. White teacher candidates’ investment in dominant racial ideologies is well-documented, and recent scholarship has interrogated the role of white emotionality in these processes. However, the extent to which white teacher candidates emotionally ascribe to oppressive constructions of ability have been underexamined. Focus of Study: We sought to uncover how white teacher candidates (TCs) used emotional practices to position themselves in relation to ability within geographies of exclusion as they narrated their educational journeys. Such an examination is necessary to upend ongoing constructions of racial-ability hierarchies in and through teacher education. Using disability critical race theory and emotional geographies, our study was guided by the following question: How do white, nondisabled TCs engage in emotional practices in relation to geographies of exclusion? Research Design: This critical narrative study took place in two teacher education programs in the Pacific Northwest with 42 white, nondisabled teacher candidates. We drew on qualitative mapping as a method for participants to tell stories about themselves and their relationships to places and people over time. All participants generated narratives through written reflections after creating their maps, clarifying aspects of their maps and providing details not captured in their visual representations. Data sources included 42 written narratives and 36 qualitative maps. We analyzed emotional dimensions of TCs’ written narratives and qualitative maps through multiple rounds of both deductive and inductive coding. Conclusions/Recommendations: Our analysis revealed ways white TCs weaponized emotionality to uphold racial-ability hierarchies through emotional geographies of gratitude, ambivalence, and claims to care. By sentimentalizing multiply-marginalized children’s suffering, TCs preserved a façade of being committed to educational justice. We conclude with suggestions for educational researchers, emphasizing that research with white teachers cannot ignore emotional practices that perpetuate harm for multiply-marginalized children. Instead, researchers must surface these engagements head-on, using DisCrit as a driver in teacher education research toward intersectional justice.
{"title":"Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research","authors":"Margaret R. Beneke, Molly Baustien Siuty, Tamara Handy","doi":"10.1177/01614681221111431","DOIUrl":"https://doi.org/10.1177/01614681221111431","url":null,"abstract":"Context: Geographies of exclusion (e.g., segregated special education classrooms, school district zoning) are constituted through intersecting oppressive ideologies (e.g., ableism, racism, classism) that co-naturalize notions of “normalcy” and deviance and yield harmful consequences for disabled children of Color. Geographies of exclusion dynamically contribute to and constitute teacher candidates’ feelings about themselves and their social worlds. White teacher candidates’ investment in dominant racial ideologies is well-documented, and recent scholarship has interrogated the role of white emotionality in these processes. However, the extent to which white teacher candidates emotionally ascribe to oppressive constructions of ability have been underexamined. Focus of Study: We sought to uncover how white teacher candidates (TCs) used emotional practices to position themselves in relation to ability within geographies of exclusion as they narrated their educational journeys. Such an examination is necessary to upend ongoing constructions of racial-ability hierarchies in and through teacher education. Using disability critical race theory and emotional geographies, our study was guided by the following question: How do white, nondisabled TCs engage in emotional practices in relation to geographies of exclusion? Research Design: This critical narrative study took place in two teacher education programs in the Pacific Northwest with 42 white, nondisabled teacher candidates. We drew on qualitative mapping as a method for participants to tell stories about themselves and their relationships to places and people over time. All participants generated narratives through written reflections after creating their maps, clarifying aspects of their maps and providing details not captured in their visual representations. Data sources included 42 written narratives and 36 qualitative maps. We analyzed emotional dimensions of TCs’ written narratives and qualitative maps through multiple rounds of both deductive and inductive coding. Conclusions/Recommendations: Our analysis revealed ways white TCs weaponized emotionality to uphold racial-ability hierarchies through emotional geographies of gratitude, ambivalence, and claims to care. By sentimentalizing multiply-marginalized children’s suffering, TCs preserved a façade of being committed to educational justice. We conclude with suggestions for educational researchers, emphasizing that research with white teachers cannot ignore emotional practices that perpetuate harm for multiply-marginalized children. Instead, researchers must surface these engagements head-on, using DisCrit as a driver in teacher education research toward intersectional justice.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84368960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/01614681221111432
C. Clark, A. Chrisman, S. Lewis
Background: This study took place within a policy context in which the state of Ohio, echoing moves across the country, adopted a set of K–12 Social and Emotional Learning (SEL) standards based in the work of the Collaborative for Academic and Social Emotional Learning (CASEL) and its core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. As one of the first states to make such standards part of the state reporting system for school progress, and considering recent critiques of the hegemonic, normative impacts of SEL, we engaged in a systematic analysis of these standards to consider how they affect and further exacerbate the systemic oppressions experienced by multiply-marginalized people in schools. Purpose: This article reports on the normative assumptions in the Ohio SEL standards, using critical discourse analysis (CDA) and the DisCrit tenets to engage in an ethical critique of the real and potential social effects of these standards. Situating these standards relative to existing scholarship on race and dis/abilities in school, we show how the Ohio SEL standards and the CASEL competencies ignore racism, ableism, and other oppressions; privilege civility over productive conflict; and focus on behaviors over emotions, especially when expressed by Black, Brown, dis/abled, and queer people. Research Design: This is a qualitative study whose data were derived from an analysis of the Ohio K–12 Social and Emotional Learning Standards and the CASEL core competencies. Conclusions/Recommendations: Our ethical critique of the Ohio K–12 SEL standards and CASEL core competencies demonstrates how benign acquiescence to their expressed assumptions may negatively affect the experiences of multiply-marginalized people in schools. By ignoring racism, ableism, and other oppressions; privileging civility over productive conflict; and focusing on behaviors over emotions, especially when expressed by Black, Brown, dis/abled, and queer people, SEL standards may undermine or erase the critically productive role that emotions have played in movements for social justice. If we truly want to prioritize the actual social and emotional learning of all students in schools, we need a framework that explicitly names inequities, allows for collective agency, and acknowledges and enables access to emotions. Making space for these emotions, although considered by some to be outside the “norm” of acceptable classroom behaviors, would allow all students to be seen for who they are, to truly express how they feel, and to create and take up opportunities, themselves, for social change and justice.
{"title":"(Un)Standardizing Emotions: An Ethical Critique of Social and Emotional Learning Standards","authors":"C. Clark, A. Chrisman, S. Lewis","doi":"10.1177/01614681221111432","DOIUrl":"https://doi.org/10.1177/01614681221111432","url":null,"abstract":"Background: This study took place within a policy context in which the state of Ohio, echoing moves across the country, adopted a set of K–12 Social and Emotional Learning (SEL) standards based in the work of the Collaborative for Academic and Social Emotional Learning (CASEL) and its core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. As one of the first states to make such standards part of the state reporting system for school progress, and considering recent critiques of the hegemonic, normative impacts of SEL, we engaged in a systematic analysis of these standards to consider how they affect and further exacerbate the systemic oppressions experienced by multiply-marginalized people in schools. Purpose: This article reports on the normative assumptions in the Ohio SEL standards, using critical discourse analysis (CDA) and the DisCrit tenets to engage in an ethical critique of the real and potential social effects of these standards. Situating these standards relative to existing scholarship on race and dis/abilities in school, we show how the Ohio SEL standards and the CASEL competencies ignore racism, ableism, and other oppressions; privilege civility over productive conflict; and focus on behaviors over emotions, especially when expressed by Black, Brown, dis/abled, and queer people. Research Design: This is a qualitative study whose data were derived from an analysis of the Ohio K–12 Social and Emotional Learning Standards and the CASEL core competencies. Conclusions/Recommendations: Our ethical critique of the Ohio K–12 SEL standards and CASEL core competencies demonstrates how benign acquiescence to their expressed assumptions may negatively affect the experiences of multiply-marginalized people in schools. By ignoring racism, ableism, and other oppressions; privileging civility over productive conflict; and focusing on behaviors over emotions, especially when expressed by Black, Brown, dis/abled, and queer people, SEL standards may undermine or erase the critically productive role that emotions have played in movements for social justice. If we truly want to prioritize the actual social and emotional learning of all students in schools, we need a framework that explicitly names inequities, allows for collective agency, and acknowledges and enables access to emotions. Making space for these emotions, although considered by some to be outside the “norm” of acceptable classroom behaviors, would allow all students to be seen for who they are, to truly express how they feel, and to create and take up opportunities, themselves, for social change and justice.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88907717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/01614681221111433
Mallory A. Locke, Valerie Guzman, Armineh E. Hallaran, Migdalia Arciniegas, T. Friedman, Adela Brito
Background/Context: In disability critical race theory (DisCrit) Classroom Ecology, Annamma and Morrison (2018a) offered invaluable direction for teachers by proposing constructs that address racism and ableism within the foundational components of the classroom—curriculum, pedagogy, resistance, and solidarity. These liberatory lenses offered a critical framework to conceptualize and achieve DisCrit-aligned teaching and learning. However, as of yet, critically conscious classroom teachers who seek to make DisCrit live in spaces that serve multiply-marginalized students have no map to operationalize theory into practice. To support the enactment of DisCrit Classroom Ecology, scholarship must authentically partner with classroom teachers who are working with and who have influence over the educational trajectories of multiply-marginalized students. Objective: This article builds on lived practice and imagines liberatory praxis through the use of counternarratives as a methodological process. Presented in the form of three composite stories—a method of Critical Race Theory—practitioner-scholars and teacher-activists explore the potential of DisCrit Classroom Ecology constructs within literacy spaces across grade levels. Rather than asking how DisCrit informs classroom practice, these collaboratively developed composite stories explore how the praxis of teachers aligned with DisCrit can illuminate, operationalize, and expand theory. Participants: The three composite stories were codeveloped by six authors: three white practitioner-scholars and three activist teachers of color. Collectively, the pairs identified master narratives experienced in the teacher-activists’ actual classrooms, which each serve multiply-marginalized students. Research Design: This article applies counternarratives as both research methodology and a professional learning tool. Specifically, the coauthors developed three composite stories, based on participants’ lived experiences and relevant theory, to operationalize the constructs of DisCrit Classroom Ecology and interrogate master narratives surfacing in their classrooms. The six coauthors used the collaborative generation of composite stories to explore counternarratives as a tool for critically conscious praxis. Conclusions and Policy Recommendations: DisCrit affirmed actions rooted in solidarity and resistance that the teacher-activists hadn’t yet named as such and empowered them to apply the lens to more aspects of their practice. Teacher education and professional learning should include exploration of DisCrit and encourage the operationalization of DisCrit Classroom Ecology. Additionally, schools must resist the narrowing of curriculum and pedagogical rigidity that undermine solidarity with students served and reproduces deficit-oriented master narratives. Finally, education scholars need to reposition their research to not just include, but also actively learn from teachers, especially teachers of color whose lived exp
{"title":"Counternarratives as DisCrit Praxis: Disrupting Classroom Master Narratives Through Imagined Composite Stories","authors":"Mallory A. Locke, Valerie Guzman, Armineh E. Hallaran, Migdalia Arciniegas, T. Friedman, Adela Brito","doi":"10.1177/01614681221111433","DOIUrl":"https://doi.org/10.1177/01614681221111433","url":null,"abstract":"Background/Context: In disability critical race theory (DisCrit) Classroom Ecology, Annamma and Morrison (2018a) offered invaluable direction for teachers by proposing constructs that address racism and ableism within the foundational components of the classroom—curriculum, pedagogy, resistance, and solidarity. These liberatory lenses offered a critical framework to conceptualize and achieve DisCrit-aligned teaching and learning. However, as of yet, critically conscious classroom teachers who seek to make DisCrit live in spaces that serve multiply-marginalized students have no map to operationalize theory into practice. To support the enactment of DisCrit Classroom Ecology, scholarship must authentically partner with classroom teachers who are working with and who have influence over the educational trajectories of multiply-marginalized students. Objective: This article builds on lived practice and imagines liberatory praxis through the use of counternarratives as a methodological process. Presented in the form of three composite stories—a method of Critical Race Theory—practitioner-scholars and teacher-activists explore the potential of DisCrit Classroom Ecology constructs within literacy spaces across grade levels. Rather than asking how DisCrit informs classroom practice, these collaboratively developed composite stories explore how the praxis of teachers aligned with DisCrit can illuminate, operationalize, and expand theory. Participants: The three composite stories were codeveloped by six authors: three white practitioner-scholars and three activist teachers of color. Collectively, the pairs identified master narratives experienced in the teacher-activists’ actual classrooms, which each serve multiply-marginalized students. Research Design: This article applies counternarratives as both research methodology and a professional learning tool. Specifically, the coauthors developed three composite stories, based on participants’ lived experiences and relevant theory, to operationalize the constructs of DisCrit Classroom Ecology and interrogate master narratives surfacing in their classrooms. The six coauthors used the collaborative generation of composite stories to explore counternarratives as a tool for critically conscious praxis. Conclusions and Policy Recommendations: DisCrit affirmed actions rooted in solidarity and resistance that the teacher-activists hadn’t yet named as such and empowered them to apply the lens to more aspects of their practice. Teacher education and professional learning should include exploration of DisCrit and encourage the operationalization of DisCrit Classroom Ecology. Additionally, schools must resist the narrowing of curriculum and pedagogical rigidity that undermine solidarity with students served and reproduces deficit-oriented master narratives. Finally, education scholars need to reposition their research to not just include, but also actively learn from teachers, especially teachers of color whose lived exp","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75062072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/01614681221111430
Tara Schwitzman-Gerst
Background/Context: Although some research has been conducted on the experiences of preservice teachers of color who attend Minority Serving Institutions (MSIs), little cross-institutional, qualitative research—disaggregated by type of MSI—exists on the potential of MSIs to prepare and graduate teachers of color. This article examines how teacher preparation programs and professors at two 4-year public Hispanic Serving Institutions (HSIs)—a type of MSI—respond to two barriers to the profession for Hispanic and Black students: state licensure exams and being underserved in their K–12 education. Focus of Study: At both institutions, white students were overrepresented, and Hispanic and Black students were underrepresented, in the population of students admitted to a teacher preparation program. Through a conceptual framework of “servingness” and an intersectional theoretical framework, disability critical race theory (DisCrit), I sought to center the voices of students and faculty of color and understand: (a) how state requirements for employment and licensure were incorporated into each teacher preparation program’s admissions criteria, (b) how each program’s admissions process impacted the race and ability/academic achievement of students enrolled in education coursework, and (c) how professors responded to the racial and ability diversity of their students. Participants: Four focal professors (two at each institution) and nine students (two or three in each course) participated. At each institution, one professor was teaching an introductory class—open to any undergraduate student who might have an interest in teaching—and one a methods course—open only to admitted preservice teachers (graduate and undergraduate students seeking certification). Research Design: A DisCrit methodology was utilized to center the voices of multiply-marginalized students and faculty and to analyze their stories in relation to larger systems of power and privilege. Primary data sources—three interviews with the focal professors and one interview with each student—were analyzed inductively. Codes and categories generated from the interviews were used to deductively analyze course observations. To better understand “servingness,” analytic categories were compared between institutions and between course types. Conclusions/Recommendations: Each preparation program responded differentially to state requirements in their admissions criteria, which had implications for both the racial demographics of admitted preservice teachers and how professors (a) responded to students’ prior K–12 experiences, and (b) described which students (of color) had the capacity to be teachers. Recommendations include: (a) examining “servingness” not only across HSIs, but also across different levels of courses, and (b) integrating support—rooted in students’ experiences—throughout teacher preparation.
{"title":"“We Still Miss Some of Them”: A DisCrit Analysis of the Role of Two 4-Year Hispanic Serving Institutions in Racially Diversifying the K–12 Teaching Force","authors":"Tara Schwitzman-Gerst","doi":"10.1177/01614681221111430","DOIUrl":"https://doi.org/10.1177/01614681221111430","url":null,"abstract":"Background/Context: Although some research has been conducted on the experiences of preservice teachers of color who attend Minority Serving Institutions (MSIs), little cross-institutional, qualitative research—disaggregated by type of MSI—exists on the potential of MSIs to prepare and graduate teachers of color. This article examines how teacher preparation programs and professors at two 4-year public Hispanic Serving Institutions (HSIs)—a type of MSI—respond to two barriers to the profession for Hispanic and Black students: state licensure exams and being underserved in their K–12 education. Focus of Study: At both institutions, white students were overrepresented, and Hispanic and Black students were underrepresented, in the population of students admitted to a teacher preparation program. Through a conceptual framework of “servingness” and an intersectional theoretical framework, disability critical race theory (DisCrit), I sought to center the voices of students and faculty of color and understand: (a) how state requirements for employment and licensure were incorporated into each teacher preparation program’s admissions criteria, (b) how each program’s admissions process impacted the race and ability/academic achievement of students enrolled in education coursework, and (c) how professors responded to the racial and ability diversity of their students. Participants: Four focal professors (two at each institution) and nine students (two or three in each course) participated. At each institution, one professor was teaching an introductory class—open to any undergraduate student who might have an interest in teaching—and one a methods course—open only to admitted preservice teachers (graduate and undergraduate students seeking certification). Research Design: A DisCrit methodology was utilized to center the voices of multiply-marginalized students and faculty and to analyze their stories in relation to larger systems of power and privilege. Primary data sources—three interviews with the focal professors and one interview with each student—were analyzed inductively. Codes and categories generated from the interviews were used to deductively analyze course observations. To better understand “servingness,” analytic categories were compared between institutions and between course types. Conclusions/Recommendations: Each preparation program responded differentially to state requirements in their admissions criteria, which had implications for both the racial demographics of admitted preservice teachers and how professors (a) responded to students’ prior K–12 experiences, and (b) described which students (of color) had the capacity to be teachers. Recommendations include: (a) examining “servingness” not only across HSIs, but also across different levels of courses, and (b) integrating support—rooted in students’ experiences—throughout teacher preparation.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81463422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/01614681221111429
Ebony Perouse-Harvey
Background/Context: This paper explores how intersectionality and DisCrit can be used as analytic tools to scaffold preservice teachers’ ability to see the ways in which referrals to and services within special education reproduce inequities as a function of race and perceptions of ability that are rooted in White, middle-class, able-bodied norms. Purpose/Objective/Research Question/Focus of Study: This qualitative study analyzes White preservice teachers’ understanding and application of intersectionality and DisCrit. Applying critical theoretical perspectives, preservice teachers engage in identifying instances of oppression in society and schools and naming the resulting harm to Black students and families. This paper focuses on the following research questions: How do White preservice teachers engage with critical frameworks intended to unearth the impacts of racism and ableism on Black students? What do their responses reveal about preservice teachers’ level of critical consciousness? Population/Participants/Subjects: Participants in this study were preservice general education teachers in the last semester of coursework of an intensive 12-month master’s program in secondary education at a large predominantly White Midwestern university. This study focuses on four self-identified White able-bodied and one White (dis)abled preservice teacher who represent exemplars of the types of engagement evidenced by preservice teachers within the course. Intervention/Program/Practice: The course that was the site of this study focused on preparing preservice teachers to teach and support Students Identified with (Dis)abilities in middle and high school classrooms. The first portion of the course focused on analyzing the history of racism and ableism in special education using critical frameworks. These class sessions provided preservice teachers with frameworks they could apply to their experiences at their school sites and language they needed to discuss racism and ableism. Research Design: This article reports on a qualitative case study of general education preservice teacher engagement with the critical frameworks of intersectionality and disability critical race theory (DisCrit) in a predominantly White teacher education program. Data Collection and Analysis: For the duration of the course, video recordings of whole group discussions and audio recordings of small group discussions were collected. Descriptive and in vivo coding were employed during the first level of coding to closely highlight participants’ perspectives that were rooted in their own language. The second level of analysis captured the content of the ideas expressed by preservice teachers when engaging and employing critical frameworks, and the third level of analysis captured preservice teacher engagement in ways that demonstrated either active adoption, quiet adoption, resistant engagement, or resistant deflection of course material. Findings/Results: There is a fluidity in which pr
{"title":"Seeing the Unseen: Applying Intersectionality and Disability Critical Race Theory (DisCrit) Frameworks in Preservice Teacher Education","authors":"Ebony Perouse-Harvey","doi":"10.1177/01614681221111429","DOIUrl":"https://doi.org/10.1177/01614681221111429","url":null,"abstract":"Background/Context: This paper explores how intersectionality and DisCrit can be used as analytic tools to scaffold preservice teachers’ ability to see the ways in which referrals to and services within special education reproduce inequities as a function of race and perceptions of ability that are rooted in White, middle-class, able-bodied norms. Purpose/Objective/Research Question/Focus of Study: This qualitative study analyzes White preservice teachers’ understanding and application of intersectionality and DisCrit. Applying critical theoretical perspectives, preservice teachers engage in identifying instances of oppression in society and schools and naming the resulting harm to Black students and families. This paper focuses on the following research questions: How do White preservice teachers engage with critical frameworks intended to unearth the impacts of racism and ableism on Black students? What do their responses reveal about preservice teachers’ level of critical consciousness? Population/Participants/Subjects: Participants in this study were preservice general education teachers in the last semester of coursework of an intensive 12-month master’s program in secondary education at a large predominantly White Midwestern university. This study focuses on four self-identified White able-bodied and one White (dis)abled preservice teacher who represent exemplars of the types of engagement evidenced by preservice teachers within the course. Intervention/Program/Practice: The course that was the site of this study focused on preparing preservice teachers to teach and support Students Identified with (Dis)abilities in middle and high school classrooms. The first portion of the course focused on analyzing the history of racism and ableism in special education using critical frameworks. These class sessions provided preservice teachers with frameworks they could apply to their experiences at their school sites and language they needed to discuss racism and ableism. Research Design: This article reports on a qualitative case study of general education preservice teacher engagement with the critical frameworks of intersectionality and disability critical race theory (DisCrit) in a predominantly White teacher education program. Data Collection and Analysis: For the duration of the course, video recordings of whole group discussions and audio recordings of small group discussions were collected. Descriptive and in vivo coding were employed during the first level of coding to closely highlight participants’ perspectives that were rooted in their own language. The second level of analysis captured the content of the ideas expressed by preservice teachers when engaging and employing critical frameworks, and the third level of analysis captured preservice teacher engagement in ways that demonstrated either active adoption, quiet adoption, resistant engagement, or resistant deflection of course material. Findings/Results: There is a fluidity in which pr","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80024916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1177/01614681221113473
Meredith L. Wronowski, M. Thornton, Bita Razavi-Maleki, Angelica W. Witcher, Bryan J. Duarte
Background/Context: In this study, we draw on evolving definitions of opportunity to learn (OTL) to conceptualize mathematics OTL has having two main components: structural OTL, defined by gatekeeping access to specific mathematics courses through the process of tracking, and instructional OTL, defined by the learning experiences of students in their mathematics courses. We also conceptualize both of these aspects of OTL as occurring in the current educational milieu, where sociopolitical factors reward or punish specific school strategies. Purpose/Objective/Research Question/Focus of Study: This study seeks to examine, using an OTL framework, the relationship between high school math teachers’ instructional practices, students’ course tracks in mathematics, students’ perceptions of mathematics, and students’ distal measures of academic attainment, including completion of advanced math coursework and completion of a high school diploma. Research Design: Using latent class analysis, this secondary data analysis analyzed the 2009 High School Longitudinal Study data from the National Center for Educational Statistics to examine mathematics instructional OTL based on math teachers’ objectives of emphasis and its relationship to structural OTL in the form of course tracking. Findings/Results: We identified “Enriched” and “Rote Knowledge and Skills” latent classes of math OTL. Teachers providing Enriched OTL emphasize the widest variety of objectives, including cognitively demanding problem-solving and logic objectives and practical applications of mathematics, while teachers providing Rote Knowledge OTL emphasize basic computation, algorithms, and computation skills. Black students, Hispanic students, and students living in poverty were more likely to be in math OTL classes focused primarily on basic concepts, algorithms, and computation, with little to no emphasis in more applied and cognitively demanding math course objectives, and they were less likely to be enrolled in advanced ninth-grade math courses. Students in Rote Knowledge OTL courses with little to no emphasis in applied and cognitively demanding math course objectives had lower mathematics identity and self-efficacy, and math achievement. Conclusions/Recommendations: This study adds to the literature suggesting that students in the United States experience an opportunity gap rather than an achievement gap, and that opportunity gaps are both structural and instructional. This study also adds to the literature suggesting student sorting systems are inherently unequal and must be addressed through policy, leadership, and cultural shifts in both schools and districts.
{"title":"Beyond Tracking: The Relationship of Opportunity to Learn and Diminished Math Outcomes for U.S. High School Students","authors":"Meredith L. Wronowski, M. Thornton, Bita Razavi-Maleki, Angelica W. Witcher, Bryan J. Duarte","doi":"10.1177/01614681221113473","DOIUrl":"https://doi.org/10.1177/01614681221113473","url":null,"abstract":"Background/Context: In this study, we draw on evolving definitions of opportunity to learn (OTL) to conceptualize mathematics OTL has having two main components: structural OTL, defined by gatekeeping access to specific mathematics courses through the process of tracking, and instructional OTL, defined by the learning experiences of students in their mathematics courses. We also conceptualize both of these aspects of OTL as occurring in the current educational milieu, where sociopolitical factors reward or punish specific school strategies. Purpose/Objective/Research Question/Focus of Study: This study seeks to examine, using an OTL framework, the relationship between high school math teachers’ instructional practices, students’ course tracks in mathematics, students’ perceptions of mathematics, and students’ distal measures of academic attainment, including completion of advanced math coursework and completion of a high school diploma. Research Design: Using latent class analysis, this secondary data analysis analyzed the 2009 High School Longitudinal Study data from the National Center for Educational Statistics to examine mathematics instructional OTL based on math teachers’ objectives of emphasis and its relationship to structural OTL in the form of course tracking. Findings/Results: We identified “Enriched” and “Rote Knowledge and Skills” latent classes of math OTL. Teachers providing Enriched OTL emphasize the widest variety of objectives, including cognitively demanding problem-solving and logic objectives and practical applications of mathematics, while teachers providing Rote Knowledge OTL emphasize basic computation, algorithms, and computation skills. Black students, Hispanic students, and students living in poverty were more likely to be in math OTL classes focused primarily on basic concepts, algorithms, and computation, with little to no emphasis in more applied and cognitively demanding math course objectives, and they were less likely to be enrolled in advanced ninth-grade math courses. Students in Rote Knowledge OTL courses with little to no emphasis in applied and cognitively demanding math course objectives had lower mathematics identity and self-efficacy, and math achievement. Conclusions/Recommendations: This study adds to the literature suggesting that students in the United States experience an opportunity gap rather than an achievement gap, and that opportunity gaps are both structural and instructional. This study also adds to the literature suggesting student sorting systems are inherently unequal and must be addressed through policy, leadership, and cultural shifts in both schools and districts.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84186010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1177/01614681221111072
Shamari Reid
Background/Context: In recent years, youth agency has become more prevalent in education research, with many scholars agreeing that youth agency is highly contextual, reliant on multiple forces, and inextricably connected to social identity. However, relatively few studies have explored the agency of Black LGBTQ+ youth and how these youth understand their own agency. This fact connects to the reality that although there is a growing body of research around the educational experiences of LGBTQ+ youth of color, it is often centered on their victimhood and rarely explores how they practice agency to respond to the challenges they face. Purpose/Objective/Research Question/Focus of Study: Recognizing the importance of context and social identity with regard to youth agency, this study extends the literature on youth agency and LGBTQ+ youth of color by exploring the following research question: How do eight Black LGBTQ+ youth who are active members in New York City’s ballroom culture make sense of their agency in school and in out-of-school ballroom spaces? Data Collection and Analysis: Following Seidman’s (2013) interview process, three separate interviews were conducted with all eight youth. In addition, all eight youth participated in two focus groups. The data analysis was informed by a queer of color critique theoretical framework and focused on specific occurrences in the data in which the young people articulated understandings of their agentive practices that worked toward responding to, resisting, or subverting racial and anti-LGBTQ+ marginalization across schooling and ballroom contexts. Findings: Findings indicate that the youth regarded school as a confining space in which they were fearful of anti-LGBTQ+ rejection and abuse. Thus, they used their agency to suppress their LGBTQ+ identities in order to minimize their experiences with discrimination. Suppressing their identities resulted in the youth feeling disconnected from school and isolated, and increased their risk for depression and anxiety. Contrastingly, the youth understood ballroom as a liberatory space in which they felt able to confidently explore and express their LGBTQ+ identities and create alternatives for themselves outside socially constructed expectations of their identities. Conclusions/Recommendations: Results suggest that Black LGBTQ+ youth are always practicing agency, albeit to work toward different ends, such as occulting or exploring their LGBTQ+ identities. Findings suggest that schools can learn from ballroom spaces how to better invite Black LGBTQ+ youth into schools in humane and educative ways, encourage their agentive imaginations within education spaces, and promote liberatory school environments that recognize and embrace these youth’s racial, gender, and sexual identities.
{"title":"Exploring the Agency of Black LGBTQ+ Youth in Schools and in NYC’s Ballroom Culture","authors":"Shamari Reid","doi":"10.1177/01614681221111072","DOIUrl":"https://doi.org/10.1177/01614681221111072","url":null,"abstract":"Background/Context: In recent years, youth agency has become more prevalent in education research, with many scholars agreeing that youth agency is highly contextual, reliant on multiple forces, and inextricably connected to social identity. However, relatively few studies have explored the agency of Black LGBTQ+ youth and how these youth understand their own agency. This fact connects to the reality that although there is a growing body of research around the educational experiences of LGBTQ+ youth of color, it is often centered on their victimhood and rarely explores how they practice agency to respond to the challenges they face. Purpose/Objective/Research Question/Focus of Study: Recognizing the importance of context and social identity with regard to youth agency, this study extends the literature on youth agency and LGBTQ+ youth of color by exploring the following research question: How do eight Black LGBTQ+ youth who are active members in New York City’s ballroom culture make sense of their agency in school and in out-of-school ballroom spaces? Data Collection and Analysis: Following Seidman’s (2013) interview process, three separate interviews were conducted with all eight youth. In addition, all eight youth participated in two focus groups. The data analysis was informed by a queer of color critique theoretical framework and focused on specific occurrences in the data in which the young people articulated understandings of their agentive practices that worked toward responding to, resisting, or subverting racial and anti-LGBTQ+ marginalization across schooling and ballroom contexts. Findings: Findings indicate that the youth regarded school as a confining space in which they were fearful of anti-LGBTQ+ rejection and abuse. Thus, they used their agency to suppress their LGBTQ+ identities in order to minimize their experiences with discrimination. Suppressing their identities resulted in the youth feeling disconnected from school and isolated, and increased their risk for depression and anxiety. Contrastingly, the youth understood ballroom as a liberatory space in which they felt able to confidently explore and express their LGBTQ+ identities and create alternatives for themselves outside socially constructed expectations of their identities. Conclusions/Recommendations: Results suggest that Black LGBTQ+ youth are always practicing agency, albeit to work toward different ends, such as occulting or exploring their LGBTQ+ identities. Findings suggest that schools can learn from ballroom spaces how to better invite Black LGBTQ+ youth into schools in humane and educative ways, encourage their agentive imaginations within education spaces, and promote liberatory school environments that recognize and embrace these youth’s racial, gender, and sexual identities.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76461099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1177/01614681221111060
S. Schmidt
Background/Context: Amid rising immigration from the African continent to the United States, researchers have begun to explore the transnational identities and networks of African immigrants. There is a small body of literature about whether educational supports for immigrant youth are differentiated to address the particularities of African immigrant youth. Purpose/Objective/Research Question/Focus of Study: Transnational theories presume that subjects use social networks to connect home and diaspora. They are encountering both perceived and lived social spaces to navigate belonging in and across space. This study asks, “How do youth from the African continent mediate transnational belonging in NYC?” Studying the experiences of youth has implications for the curricular and extracurricular spaces of schools wherein newcomer youth navigate how to belong in the diaspora. Population/Participants/Subjects: Research participants are 19 newcomer African youth from Centrafrique, Cote d’Ivoire, Ethiopia, Guinea, Mauritania, Niger, and Senegal. Most of the youth are multilingual and speak French and English as third or fourth languages. Research Design: This qualitative study draws from participatory action research and visual methods. The study was conducted with Sankofa Club, a weekly afterschool student-led club. In the club, students responded to stereotypes by producing websites about the continent and carrying out research within the club to compare their homes and share their migration stories. Findings/Results: The article presents “Africa” as a Mediated Transnational Space, produced by hegemonic structures, that youth mediate as they connect homes. The study finds that youth wrestled with their identification as African. It reexamines transnationalism and positions Africa as a social field through which youth are produced (come to be) as African subjects, redress their belonging to that field by contributing their own symbols and experiences, and use it as they navigate an Africa-in-NYC that does not adhere to continental boundaries. Conclusions/Recommendations: Educators can support the belonging to home, Africa, and the United States by representing Africa as a generative space in curriculum and social practices.
{"title":"“We Don’t Live In Jungles”: Mediating Africa as a Transnational Socio-Spatial Field","authors":"S. Schmidt","doi":"10.1177/01614681221111060","DOIUrl":"https://doi.org/10.1177/01614681221111060","url":null,"abstract":"Background/Context: Amid rising immigration from the African continent to the United States, researchers have begun to explore the transnational identities and networks of African immigrants. There is a small body of literature about whether educational supports for immigrant youth are differentiated to address the particularities of African immigrant youth. Purpose/Objective/Research Question/Focus of Study: Transnational theories presume that subjects use social networks to connect home and diaspora. They are encountering both perceived and lived social spaces to navigate belonging in and across space. This study asks, “How do youth from the African continent mediate transnational belonging in NYC?” Studying the experiences of youth has implications for the curricular and extracurricular spaces of schools wherein newcomer youth navigate how to belong in the diaspora. Population/Participants/Subjects: Research participants are 19 newcomer African youth from Centrafrique, Cote d’Ivoire, Ethiopia, Guinea, Mauritania, Niger, and Senegal. Most of the youth are multilingual and speak French and English as third or fourth languages. Research Design: This qualitative study draws from participatory action research and visual methods. The study was conducted with Sankofa Club, a weekly afterschool student-led club. In the club, students responded to stereotypes by producing websites about the continent and carrying out research within the club to compare their homes and share their migration stories. Findings/Results: The article presents “Africa” as a Mediated Transnational Space, produced by hegemonic structures, that youth mediate as they connect homes. The study finds that youth wrestled with their identification as African. It reexamines transnationalism and positions Africa as a social field through which youth are produced (come to be) as African subjects, redress their belonging to that field by contributing their own symbols and experiences, and use it as they navigate an Africa-in-NYC that does not adhere to continental boundaries. Conclusions/Recommendations: Educators can support the belonging to home, Africa, and the United States by representing Africa as a generative space in curriculum and social practices.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77469807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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