A Call for Critical PDS: Infusing DisCrit into the Nine Essentials

Autor/inn/en	Damiani, Michelle L.; Elder, Brent C.
Titel	A Call for Critical PDS: Infusing DisCrit into the Nine Essentials
Quelle	In: School-University Partnerships, 16 (2023) 1, S.92-100 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Damiani, Michelle L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
DOI	10.1108/SUP-03-2023-0016
Schlagwörter	Professional Development Schools; Equal Education; Social Justice; Disabilities; Critical Race Theory; Intersectionality; Diversity; Inclusion; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Handicap; Behinderung; Inklusion; Theorie-Praxis-Beziehung
Abstract	Purpose: The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials. Design/methodology/approach: In this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice. Findings: In this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials. Originality/value: There is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01