DisCrit Solidarity as Curriculum Studies and Transformative Praxis

Autor/inn/en	Annamma, Subini Ancy; Handy, Tamara
Titel	DisCrit Solidarity as Curriculum Studies and Transformative Praxis
Quelle	In: Curriculum Inquiry, 49 (2019) 4, S.442-463 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Annamma, Subini Ancy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2019.1665456
Schlagwörter	Critical Theory; Disabilities; Race; Student Behavior; Classroom Techniques; Teacher Student Relationship; Justice; Praxis; Educational Change; Hidden Curriculum + Suchen Sie Ihr Suchwort? Kritische Theorie; Handicap; Behinderung; Rasse; Abstammung; Student behaviour; Schülerverhalten; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Gerechtigkeit; Bildungsreform; Heimlicher Lehrplan
Abstract	Classroom and behaviour management are often touted as ways to build relationships in the classroom. Yet conceptions of classroom and behaviour management often focus on controlling or eradicating student behaviour; these carceral logics limit the ways educators can build classroom relationships focused on love and respect. Moreover, classroom and behaviour management are often rooted in punitive, top-down approaches wherein practices are dictated to teachers and classroom contexts and the students within are ignored. To disrupt these carceral and technocratic logics imbued within classroom and behaviour management, we argue that integrating disability studies exceeds constraining and quarantining boundaries of curriculum, shifting to meta-curriculum. Using Disability Critical Race Theory (DisCrit), we explicitly conceptualize relationships built in the classroom as a necessary part of critical curriculum studies. We then apply Disability Justice principles to curriculum studies to produce DisCrit Solidarity. Finally, we explore the four convictions of DisCrit Solidarity which can reorganize pedagogic spaces for liberation. This intersectional approach to relationships in the classroom rejects managing behaviours, requires purposeful articulation and highlights resistance by educators and students, resulting in transformative praxis. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01