Writing (for) Our Lives: Black Feminisms, Interconnected Guidance, and Qualitative Research in Special Education

Autor/inn/en	Boveda, Mildred; McCray, Erica D.
Titel	Writing (for) Our Lives: Black Feminisms, Interconnected Guidance, and Qualitative Research in Special Education
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 34 (2021) 6, S.496-514 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boveda, Mildred)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1771465
Schlagwörter	African Americans; Females; College Faculty; African American Teachers; Women Faculty; Feminism; Mentors; Racial Bias; Social Bias; At Risk Persons; Educational Research; Students with Disabilities; School Desegregation; Equal Education; Desegregation Litigation; Court Litigation; Federal Legislation; Civil Rights Legislation; Gender Bias; Teacher Education Programs; Special Education; Teacher Competencies; Writing (Composition) + Suchen Sie Ihr Suchwort? Afroamerikaner; Weibliches Geschlecht; Fakultät; African Americans; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte; Feminismus; Racial discrimination; Rassismus; Risikogruppe; Bildungsforschung; Pädagogische Forschung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Integrative Schule; Rechtsstreit; Bundesrecht; Private law; Bürgerliches Recht; Geschlechterstereotyp; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrkunst; Schreibübung
Abstract	In this collaborative sense-making of mentorship and interconnected guidance for education research, two Black women academics in special education offer lessons learned from their sustained dialogues with each other, other Black women, and with Black and endarkened feminists' texts. The authors reflect on how traditional approaches to academic mentorship were, at times, incompatible with their onto-epistemic and methodological needs as researchers. They revisit their initial entry into the field and examine the ways U.S. schooling is implicated in the racism, ableism, and other systemic oppression experienced by multiply-marginalized students, families, and educators. The authors consider the distinctive contributions Black women offer(ed) special education research and revisit the improvisational moves they enact to make space for qualitative inquiry informed by Black and endarkened feminisms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01