Facilitating En/Counters with Special Education's Cloak of Benevolence in Professional Learning to Eliminate Racial Disproportionality in Special Education

Autor/in	Thorius, Kathleen A. K.
Titel	Facilitating En/Counters with Special Education's Cloak of Benevolence in Professional Learning to Eliminate Racial Disproportionality in Special Education
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 3, S.323-340 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thorius, Kathleen A. K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1576945
Schlagwörter	Special Education; Disproportionate Representation; Race; Disabilities; Technical Assistance; Altruism; Whites; Racial Bias; Social Theories; Cultural Context; Professional Education; History; Minority Group Students; Students with Disabilities + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Rasse; Abstammung; Handicap; Behinderung; Technische Hilfe; Altruistic behavior; Altruismus; White; Weißer; Racial discrimination; Rassismus; Gesellschaftstheorie; Berufsausbildung; Geschichte; Geschichtsdarstellung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin
Abstract	Despite the U.S. government's funding and provision of technical assistance as a prevailing approach to remedy special education racial disproportionality, and considerable research on the explanations, causes, and frameworks for addressing the phenomenon, there is little documentation of research or technical assistance efforts for actually doing so. As a white, non-disabled professor and executive director of a federally funded Equity Assistance Center, I theorize and offer for critique ways I have facilitated (mostly white, non-disabled) educators' en/counters with culturally historically embedded systemic and individual practices contributing to the construction of special education as a "cloak of benevolence" for white supremacy and ableism. Drawing from a theory of expansive learning, I illustrate how purposeful introduction of artifacts into the activity system of a technical assistance relationship brings educators in contact with contradictions between their expressed goals of eliminating disproportionality and their pathologization of children's differences at the intersection of race and disability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01