Transnational Global South Informed DisCrit in Teacher Preparation: Boundary-Crossing Between Disability Studies and Communication Sciences
Main Article Content
Keywords
GSI-DisCrit, Global South, Disability-Studies-Teacher-Preparation
Abstract
This paper explores how Global South informed DisCrit (GSI-DisCrit) can serve as an analytic tool within teacher preparation programs in higher education. Using methods of self-study, the co-authors exemplify how teacher preparation institutions may create non-negotiable interdisciplinary boundaries-crossing and objects when preparing pre-service teacher candidates for inclusive classrooms.
References
Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132-169.
Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395.
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
Annamma, S. A., Jackson, D. D., & Morrison, D. (2017). Conceptualizing color-evasiveness: Using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race Ethnicity and Education, 20(2), 147-162.
Artiles, A. J. (2011). Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability. Educational Researcher, 40, 431-445. https://doi.org/10.3102/0013189X11429391
Artiles, A. J. (2013). Untangling the racialization of disabilities: An intersectionality critique across disability models. DuBois Review, 10, 329-347. https://doi.org/10.1017/S1742058X13000271
Artiles, A. J., Rueda, R., Salazar, J. J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional children, 71(3), 283-300.
Bal, A. (2009). Becoming learners in US schools: A sociocultural study of refugee students' evolving identities. Arizona State University.
Bell, C. (2006). Introducing white disability studies: A modest proposal. In L. Davis (Ed.), The disability studies reader (pp. 275-282). Psychology Press.
Berne, P., Morales, A. L., Langstaff, D., & Invalid, S. (2018). Ten principles of disability justice. WSQ: Women's Studies Quarterly, 46(1), 227-230.
Boveda, M., & Annamma, S. A. (2023). Beyond making a statement: An intersectional framing of the power and possibilities of positioning. Educational Researcher, https://doi.org/10.3102/0013189X231167149
Brandenburg, R., & McDonough, S. (2019). Ethics, self-study research methodology and teacher education. Springer Singapore.
Brookfield, S. (1998). Critically reflective practice. Journal of Continuing Education in the Health Professions, 18(4), 197-205.
Chataika, T. (2018) (Ed). The Routledge handbook of disability in Southern Africa. Routledge.
Connor, D. J., Gabel, S., Gallagher, D., & Morton, M. (2008). Disability studies and inclusive education—Implications for theory, research, and practice. International Journal of Inclusive Education, 12(5–6), 441–457.
Connor, D. J., Gallagher, D., & Ferri, B. A. (2011). Broadening our horizons: Toward a plurality of methodologies in learning disability research. Learning Disability Quarterly, 34(2), 107-121.
DeMatthews, D., Nelson, T., & Edwards, D. (2014). Identification problems: U.S. special education eligibility for English Language Learners. International Journal of Educational Research, 68, 27–34.
de Sousa Santos, B. (2015). Epistemologies of the South: Justice against epistemicide. Routledge.
de Sousa Santos, B. (2018). The end of the cognitive empire: The coming of age of epistemologies of the South. Duke University Press.
Dudley-Marling, C. (2015). The resilience of deficit thinking. The Journal of Teaching and Learning, 10(11), 1–12.
Edgar, E., & Pair, A. (2005). Special education teacher attrition: It all depends on where you are standing. Teacher Education and Special Education, 28(3-4), 163-170.
Erevelles, N., & Minear, A. (2010). Unspeakable offenses: Untangling race and disability in discourses of intersectionality. Journal of Literary & Cultural Disability Studies, 4(2), 127-145.
Ferri, B. A., & Connor, D. J. (2005). In the shadow of Brown: Special education and overrepresentation of students of color. Remedial and Special education, 26(2), 93-100.
Fraser, N. (1985). What's critical about critical theory? The case of Habermas and gender. New German critique, (35), 97-131. https://doi.org/10.2307/488202
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
García, E. E., Jensen, B. T., & Scribner, K. P. (2009). The demographic imperative. Educational Leadership, 66(7), 8-13.
Ghai, A. (2006). (Dis)embodied form: Issues of disabled women. Shakti Books.
Ghai, A. (2019). Rethinking disability in India. Taylor & Francis.
Goodley, D., Lawthom, R., Liddiard, K., & Runswick-Cole, K. (2019). Provocations for critical disability studies, Disability & Society, 34(6), 972-997. https://doi.org/10.1080/09687599.2019.1566889
Grech, S. (2015). “De-colonising eurocentric disability studies: Why colonialism matters in the disability and global south debate.” Journal for Study of Race, Nation and Culture, 21. 6–21. http://www.tandfonline.com/doi/abs/10.1080/13504630.2014.995347
Grech, S., and K. Soldatic. (2016). Disability in the global south: The critical handbook. Springer.
Harrison-Harris, O. L. (2002). AAC, literacy and bilingualism. The ASHA leader, 7(20), 4-17.
Hernández-Saca, D. I. (2017). Re-framing the master narratives of dis/ability at my intersections: An outline of a research agenda. Critical Disability Discourses/Discours critiques dans le champ du handicap, 8, 1-30.
Huber, L. P., Lopez, C. B., Malagon, M. C., Velez, V., & Solorzano, D. G. (2008). Getting beyond the ‘symptom,’ acknowledging the ‘disease’: Theorizing racist nativism. Contemporary Justice Review, 11(1), 39-51.
Iqtadar, S. (2022). Educational experiences of first generation Black African students with and without dis/abilities [Dissertation, University of Northern Iowa]. https://scholarworks.uni.edu/etd/1236
Iqtadar, S. (2024). “Who created these rules?”: Narrative accounts of two first generation Black African immigrant students with dis/ability labels. Educational Studies, 1-22.
Iqtadar, S., Hernández-Saca, D. I. (2023). Daring to speak/teach from our hearts: A self-study of critical disability studies teacher education at the boundaries of ableism, racism and sexism as faculty of color. In D. I. Hernández-Saca, H. Pearson & C. Voulgarides (Eds.), Consilienceing, self-studying, radical loveing at the boundary work of disability studies in education and (special) education. Lexington Books.
Iqtadar, S., Hernández-Saca, D. I., Ellison, S. & Cowley, D. [Invited Special Issue]. (2021). Global conversations: Recovery and detection of multiply-marginalized bodies. Race Ethnicity and Education, 24(5), 719-736.
Invalid, S. (2016). Skin, tooth, and bone. The basis of movement is our people: A disability justice primer. https://www.sinsinvalid.org/disability-justice-primer
Jhagroo, J. R. (2011). A hermeneutic phenomenological study of the lived experiences of immigrant students in their mathematics classroom at a secondary school in Auckland -New Zealand [Unpublished doctoral dissertation]. Auckland University of Technology.
Kerosuo, H., & Engeström, Y. (2003). Boundary crossing and learning in creation of new work practice. Journal of Workplace learning, 15(7/8), 345-351.
Klingner, J., Boele, A., Linan-Thompson, S., & Rodriguez, D. (2014). Essential components of special education for English language learners with learning disabilities. Division for Learning Disabilities of the Council for Exceptional Children.
Kosnik, C., Beck, C., Freese, A. R., & Samaras, A. P. (Eds.). (2006). Making a difference in teacher education through self-study: Studies of personal, professional and program renewal (Vol. 2). Springer Science & Business Media.
Kulkarni, S. S., & Parmar, J. (2017). Culturally and linguistically diverse student and family perspectives of AAC. Augmentative and Alternative Communication, 33(3), 170-180.
Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12.
Leonardo, Z., & Broderick, A. A. (2011). Smartness as property: A critical exploration of intersections between whiteness and disability studies. Teachers College Record, 113(10), 2206-2232.
Meekosha, H. (2011). “Decolonising disability: Thinking and acting globally.” Disability & Society 26(6), 667–82. https://doi.org/10.1080/09687599.2011.602860
Meekosha, H., & Shuttleworth, R. (2009). What's so 'critical' about critical disability studies? Australian Journal of Human Rights, 15(1), 47.
Mthethwa-Sommers, S., & Kisiara, O. (2015). Listening to students from refugee backgrounds: Lessons for education professionals. Penn GSE Perspectives on Urban Education, 12(1), n1.
Munsaka, E., & Charnley, H. (2013). ‘We do not have chiefs who are disabled’: Disability, development and culture in a continuing complex emergency. Disability & Society, 28(6), 756-769.
Nguyen, X. T. (2018). Critical disability studies at the edge of global development: Why do we need to engage with southern theory? Canadian Journal of Disability Studies, 7(1), 1-25.
Park, S. (2019). Disentangling language from disability: Teacher implementation of tier 1 English language development policies for ELs with suspected disabilities. Teaching and Teacher Education, 80, 227-240.
Perouse-Harvey, E. (2022). Seeing the unseen: Applying intersectionality and disability critical race theory (discrit) frameworks in preservice teacher education. Teachers College Record, 124(7), 51-81.
Rodriguez-Mojica, C., Rodela, K. C., & Ott, C. (2020). “I didn’t wanna believe it was a race issue”: Student teaching experiences of preservice teachers of color. The Urban Review, 52(3), 435-457.
Santamaría Graff, C., Manlove, J., Stuckey, S., & Foley, M. (2020). Examining pre-service special education teachers’ biases and evolving understandings about families through a family as faculty approach. Preventing School Failure: Alternative Education for Children and Youth, 65(1), 20-37.
Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107–121.
Stolz, S. (2021). Time for critical reimagining and breaking of silos in teacher education. Teacher Education Quarterly, 48(4), 97-100.
Vanassche, E., & Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic literature review. Journal of Curriculum Studies, 47(4), 508–528.
Voulgarides, C. K., Etscheidt, S. L., & Hernández-Saca, D. I. (2023). Educational inequality and the paradox of dis/ability rights in a schooled society: Moving towards an intersectional discursive, material, and emotive approach. Educational Review, 76(1), 181-198.
Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395.
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
Annamma, S. A., Jackson, D. D., & Morrison, D. (2017). Conceptualizing color-evasiveness: Using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race Ethnicity and Education, 20(2), 147-162.
Artiles, A. J. (2011). Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability. Educational Researcher, 40, 431-445. https://doi.org/10.3102/0013189X11429391
Artiles, A. J. (2013). Untangling the racialization of disabilities: An intersectionality critique across disability models. DuBois Review, 10, 329-347. https://doi.org/10.1017/S1742058X13000271
Artiles, A. J., Rueda, R., Salazar, J. J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional children, 71(3), 283-300.
Bal, A. (2009). Becoming learners in US schools: A sociocultural study of refugee students' evolving identities. Arizona State University.
Bell, C. (2006). Introducing white disability studies: A modest proposal. In L. Davis (Ed.), The disability studies reader (pp. 275-282). Psychology Press.
Berne, P., Morales, A. L., Langstaff, D., & Invalid, S. (2018). Ten principles of disability justice. WSQ: Women's Studies Quarterly, 46(1), 227-230.
Boveda, M., & Annamma, S. A. (2023). Beyond making a statement: An intersectional framing of the power and possibilities of positioning. Educational Researcher, https://doi.org/10.3102/0013189X231167149
Brandenburg, R., & McDonough, S. (2019). Ethics, self-study research methodology and teacher education. Springer Singapore.
Brookfield, S. (1998). Critically reflective practice. Journal of Continuing Education in the Health Professions, 18(4), 197-205.
Chataika, T. (2018) (Ed). The Routledge handbook of disability in Southern Africa. Routledge.
Connor, D. J., Gabel, S., Gallagher, D., & Morton, M. (2008). Disability studies and inclusive education—Implications for theory, research, and practice. International Journal of Inclusive Education, 12(5–6), 441–457.
Connor, D. J., Gallagher, D., & Ferri, B. A. (2011). Broadening our horizons: Toward a plurality of methodologies in learning disability research. Learning Disability Quarterly, 34(2), 107-121.
DeMatthews, D., Nelson, T., & Edwards, D. (2014). Identification problems: U.S. special education eligibility for English Language Learners. International Journal of Educational Research, 68, 27–34.
de Sousa Santos, B. (2015). Epistemologies of the South: Justice against epistemicide. Routledge.
de Sousa Santos, B. (2018). The end of the cognitive empire: The coming of age of epistemologies of the South. Duke University Press.
Dudley-Marling, C. (2015). The resilience of deficit thinking. The Journal of Teaching and Learning, 10(11), 1–12.
Edgar, E., & Pair, A. (2005). Special education teacher attrition: It all depends on where you are standing. Teacher Education and Special Education, 28(3-4), 163-170.
Erevelles, N., & Minear, A. (2010). Unspeakable offenses: Untangling race and disability in discourses of intersectionality. Journal of Literary & Cultural Disability Studies, 4(2), 127-145.
Ferri, B. A., & Connor, D. J. (2005). In the shadow of Brown: Special education and overrepresentation of students of color. Remedial and Special education, 26(2), 93-100.
Fraser, N. (1985). What's critical about critical theory? The case of Habermas and gender. New German critique, (35), 97-131. https://doi.org/10.2307/488202
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
García, E. E., Jensen, B. T., & Scribner, K. P. (2009). The demographic imperative. Educational Leadership, 66(7), 8-13.
Ghai, A. (2006). (Dis)embodied form: Issues of disabled women. Shakti Books.
Ghai, A. (2019). Rethinking disability in India. Taylor & Francis.
Goodley, D., Lawthom, R., Liddiard, K., & Runswick-Cole, K. (2019). Provocations for critical disability studies, Disability & Society, 34(6), 972-997. https://doi.org/10.1080/09687599.2019.1566889
Grech, S. (2015). “De-colonising eurocentric disability studies: Why colonialism matters in the disability and global south debate.” Journal for Study of Race, Nation and Culture, 21. 6–21. http://www.tandfonline.com/doi/abs/10.1080/13504630.2014.995347
Grech, S., and K. Soldatic. (2016). Disability in the global south: The critical handbook. Springer.
Harrison-Harris, O. L. (2002). AAC, literacy and bilingualism. The ASHA leader, 7(20), 4-17.
Hernández-Saca, D. I. (2017). Re-framing the master narratives of dis/ability at my intersections: An outline of a research agenda. Critical Disability Discourses/Discours critiques dans le champ du handicap, 8, 1-30.
Huber, L. P., Lopez, C. B., Malagon, M. C., Velez, V., & Solorzano, D. G. (2008). Getting beyond the ‘symptom,’ acknowledging the ‘disease’: Theorizing racist nativism. Contemporary Justice Review, 11(1), 39-51.
Iqtadar, S. (2022). Educational experiences of first generation Black African students with and without dis/abilities [Dissertation, University of Northern Iowa]. https://scholarworks.uni.edu/etd/1236
Iqtadar, S. (2024). “Who created these rules?”: Narrative accounts of two first generation Black African immigrant students with dis/ability labels. Educational Studies, 1-22.
Iqtadar, S., Hernández-Saca, D. I. (2023). Daring to speak/teach from our hearts: A self-study of critical disability studies teacher education at the boundaries of ableism, racism and sexism as faculty of color. In D. I. Hernández-Saca, H. Pearson & C. Voulgarides (Eds.), Consilienceing, self-studying, radical loveing at the boundary work of disability studies in education and (special) education. Lexington Books.
Iqtadar, S., Hernández-Saca, D. I., Ellison, S. & Cowley, D. [Invited Special Issue]. (2021). Global conversations: Recovery and detection of multiply-marginalized bodies. Race Ethnicity and Education, 24(5), 719-736.
Invalid, S. (2016). Skin, tooth, and bone. The basis of movement is our people: A disability justice primer. https://www.sinsinvalid.org/disability-justice-primer
Jhagroo, J. R. (2011). A hermeneutic phenomenological study of the lived experiences of immigrant students in their mathematics classroom at a secondary school in Auckland -New Zealand [Unpublished doctoral dissertation]. Auckland University of Technology.
Kerosuo, H., & Engeström, Y. (2003). Boundary crossing and learning in creation of new work practice. Journal of Workplace learning, 15(7/8), 345-351.
Klingner, J., Boele, A., Linan-Thompson, S., & Rodriguez, D. (2014). Essential components of special education for English language learners with learning disabilities. Division for Learning Disabilities of the Council for Exceptional Children.
Kosnik, C., Beck, C., Freese, A. R., & Samaras, A. P. (Eds.). (2006). Making a difference in teacher education through self-study: Studies of personal, professional and program renewal (Vol. 2). Springer Science & Business Media.
Kulkarni, S. S., & Parmar, J. (2017). Culturally and linguistically diverse student and family perspectives of AAC. Augmentative and Alternative Communication, 33(3), 170-180.
Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12.
Leonardo, Z., & Broderick, A. A. (2011). Smartness as property: A critical exploration of intersections between whiteness and disability studies. Teachers College Record, 113(10), 2206-2232.
Meekosha, H. (2011). “Decolonising disability: Thinking and acting globally.” Disability & Society 26(6), 667–82. https://doi.org/10.1080/09687599.2011.602860
Meekosha, H., & Shuttleworth, R. (2009). What's so 'critical' about critical disability studies? Australian Journal of Human Rights, 15(1), 47.
Mthethwa-Sommers, S., & Kisiara, O. (2015). Listening to students from refugee backgrounds: Lessons for education professionals. Penn GSE Perspectives on Urban Education, 12(1), n1.
Munsaka, E., & Charnley, H. (2013). ‘We do not have chiefs who are disabled’: Disability, development and culture in a continuing complex emergency. Disability & Society, 28(6), 756-769.
Nguyen, X. T. (2018). Critical disability studies at the edge of global development: Why do we need to engage with southern theory? Canadian Journal of Disability Studies, 7(1), 1-25.
Park, S. (2019). Disentangling language from disability: Teacher implementation of tier 1 English language development policies for ELs with suspected disabilities. Teaching and Teacher Education, 80, 227-240.
Perouse-Harvey, E. (2022). Seeing the unseen: Applying intersectionality and disability critical race theory (discrit) frameworks in preservice teacher education. Teachers College Record, 124(7), 51-81.
Rodriguez-Mojica, C., Rodela, K. C., & Ott, C. (2020). “I didn’t wanna believe it was a race issue”: Student teaching experiences of preservice teachers of color. The Urban Review, 52(3), 435-457.
Santamaría Graff, C., Manlove, J., Stuckey, S., & Foley, M. (2020). Examining pre-service special education teachers’ biases and evolving understandings about families through a family as faculty approach. Preventing School Failure: Alternative Education for Children and Youth, 65(1), 20-37.
Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107–121.
Stolz, S. (2021). Time for critical reimagining and breaking of silos in teacher education. Teacher Education Quarterly, 48(4), 97-100.
Vanassche, E., & Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic literature review. Journal of Curriculum Studies, 47(4), 508–528.
Voulgarides, C. K., Etscheidt, S. L., & Hernández-Saca, D. I. (2023). Educational inequality and the paradox of dis/ability rights in a schooled society: Moving towards an intersectional discursive, material, and emotive approach. Educational Review, 76(1), 181-198.
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Aug 9, 2024
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Author Biographies
Shehreen Iqtadar, Rowan University
Shehreen Iqtadar is an Assistant Professor of Critical Disability Studies in Education in the Interdisciplinary and Inclusive Education Department at Rowan University. She has an Ed.D. in Curriculum and Instruction with an emphasis in student voice and identity work in urban education systems at the intersections of race, immigration, class, gender, and dis/ability from University of Northern Iowa in 2022.
David Hernández-Saca, University of Northern Iowa
David Hernández-Saca is an Associate Professor of Disability Studies in Education in the Department of Special Education at the University of Northern Iowa. Hernández-Saca has a Ph.D. in Curriculum and Instruction with an emphasis in Critical Special Education Leadership for School-Wide Equity and Access and a Cognate in Emotion from Arizona State University in 2016.