Situating My Positionality as a Black Woman with a Dis/Ability in the Provision of Equity-Focused Technical Assistance: A Personal Reflection

Autor/in	Skelton, Seena M.
Titel	Situating My Positionality as a Black Woman with a Dis/Ability in the Provision of Equity-Focused Technical Assistance: A Personal Reflection
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 3, S.225-242 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skelton, Seena M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1576942
Schlagwörter	Technical Assistance; Females; Reflection; Personal Narratives; Disabilities; Race; Equal Education; Public Schools; School Districts; Elementary Secondary Education; Racial Identification; Attitudes toward Disabilities; African American Students; Students with Disabilities; Minority Group Students; Racial Attitudes; Student Experience + Suchen Sie Ihr Suchwort? Technische Hilfe; Weibliches Geschlecht; Erlebniserzählung; Handicap; Behinderung; Rasse; Abstammung; Public school; Öffentliche Schule; School district; Schulbezirk; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Disability; Disabilities; Rassenfrage; Studienerfahrung
Abstract	In this essay, I reflect on how an equity-focused technical assistance (TA) practitioner who holds intersectional minoritized social identities is in a unique position to introduce tensions in the TA activity system, disrupt marginalizing dominant narratives about difference, and affect educators' development of new ideas about the treatment of difference in schools. To start, I situate myself as the TA provider by focusing specifically on the socio-historical context in which I experienced public K-12 education as a Black, woman with a dis/ability. Next, I outline three reflections related to my experience with the treatment of difference during that time, particularly in terms of race and dis/ability; I consider how my personal history informs my current interactions within the provision of equity-focused TA. I identify three marginalizing impacts resulting from educators' treatment of my and other students' difference; and describe three strategic moves I employ to disrupt and mitigate these impacts. Additionally, I reflect on the question: How might my social identities, intersectional education history, and lived experiences serve as instruments that evoke tensions and affect interactions within the TA activity system? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01