Bringing DisCrit Theory to Practice in the Development of an Action for Equity Collaborative Network: Passion Projects

Autor/in	Ellis-Robinson, Tammy
Titel	Bringing DisCrit Theory to Practice in the Development of an Action for Equity Collaborative Network: Passion Projects
Quelle	In: Race, Ethnicity and Education, 24 (2021) 5, S.703-718 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ellis-Robinson, Tammy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2021.1918411
Schlagwörter	Teacher Collaboration; Critical Theory; Students with Disabilities; Action Research; Cultural Awareness; Preservice Teacher Education; Special Education Teachers; Equal Education; Minority Groups; Race; Sexual Identity; Immigrants; Socioeconomic Status; Educational Change; Gender Differences; Educational Environment; Stakeholders; School Community Relationship; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; College School Cooperation; Kindergarten; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lehrerkooperation; Kritische Theorie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Projektforschung; Cultural identity; Kulturelle Identität; Lehramtsstudiengang; Lehrerausbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Ethnische Minderheit; Rasse; Abstammung; Geschlechtsidentität; Sexuelle Identität; Immigrant; Immigrantin; Immigranten; Socio-economic status; Sozioökonomischer Status; Bildungsreform; Geschlechterkonflikt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternverhalten; Lehrerverhalten
Abstract	Disability Critical Race Theory (Dis/Crit) was useful as a tool and a lens for the development of a collaborative network of educators, community providers, and community stakeholders including educators, community members, parents, and individuals. Initially I engaged these stakeholders in action research sessions to inform planning for developing contextualized cultural competence among pre-service special education teachers. Examining equity and inequity in educational and community experiences for people representing minoritized identities including disability, race, ethnicity, language, immigrant status, gender, sexual orientation and socioeconomic status broadened our focus and passion for change. Expanding the process of building collective narrative inquiry, our network built projects to disrupt inequities at the intersections of disability and race in schools and community spaces. I discuss the utility of finding common ground in the theoretical framing lens Dis/Crit provides for planning action and collaboration among stakeholders. Finally, I share projects developed through our process to illustrate the influence of specific tenets of DisCrit theory in practical collaborative action. (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	2024/1/01