From Support to Action: A Critical Affinity Group of Special Education Teachers of Color

Autor/inn/en	Kulkarni, Saili S.; Bland, Samuel; Gaeta, Joanna Marinia
Titel	From Support to Action: A Critical Affinity Group of Special Education Teachers of Color
Quelle	In: Teacher Education and Special Education, 45 (2022) 1, S.43-60 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kulkarni, Saili S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211061189
Schlagwörter	Special Education Teachers; Minority Group Teachers; Students with Disabilities; Social Bias; Racial Bias; Social Justice; Critical Theory; Race; Teacher Education Programs; Preservice Teachers; Student Needs; Urban Schools; Culturally Relevant Education; Teacher Competencies; Elementary Secondary Education; Racial Differences; Minority Serving Institutions; Barriers; White Teachers; Racial Identification; California + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Kritische Theorie; Rasse; Abstammung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrkunst; Rassenunterschied; Kalifornien
Abstract	Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and racist system of special education and are expected to become complicit in the system. For educators of color, critical affinity groups provide support, reduce trauma, and support work toward collective intersectional justice. Using qualitative narratives, this paper describes how a critical affinity group (re)positioned three SETOC as smart, knowledgeable, and addressing racism and ableism in schools. Disability studies and critical race theory (DisCrit) illuminated SETOC's unique experiences and how they came together to process racist/ableist interactions and resisted the erasure of their identities as teachers of color. Implications discuss how teacher preparation programs can support the needs of SETOC. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01