Disabled Girls of Color Excavate Exclusionary Literacy Practices and Generate Promising Sociospatial-Textual Solutions

Autor/in	Miller, Amanda L.
Titel	Disabled Girls of Color Excavate Exclusionary Literacy Practices and Generate Promising Sociospatial-Textual Solutions
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 2, S.247-270 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Amanda L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1828649
Schlagwörter	Disabilities; Females; Students with Disabilities; Minority Group Students; Middle School Students; High School Students; Intersectionality; Literacy; Academic Ability; Critical Race Theory; Photography; Research Methodology; Learning Activities; School Libraries; Reader Text Relationship; Assistive Technology + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Weibliches Geschlecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Alphabetisierung; Schreib- und Lesefähigkeit; Fotografie; Research method; Forschungsmethode; Lernaktivität; School library; Schulbibliothek
Abstract	Disabled girls of color have unique intersectional schooling experiences. Yet, they are underrepresented in educational research, and often unheard. Grounded in Disability Critical Race Theory and sociocultural learning theory, this study expands current understandings of how academic and social opportunities are afforded or constrained in schools for disabled girls of color from their perspectives. Through their narratives, photographs, and maps, focal participants in middle and high school described how social and spatial practices interacted with texts and technologies and in doing so, positively and negatively impacted their literacy opportunities at school. This study adds to the current literature with an intentional focus on the gifts, strengths, and solutions of disabled girls of color. Implications for future research (e.g. conducting student-led photovoice research with disabled girls of color) and generative teacher practices (e.g. using photovoice to learn about student experiences and make pedagogical changes) are discussed. (As Provided).
Anmerkungen	Taylor & Francis. 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