In educational contexts, including early childhood settings, ableism and racism circulate interdependently to define normalcy and deviance. Book reading offers an important platform for dismantling these interlocking ideologies with young children. In this article, we examine dis/ability and race talk in the context of picture-book reading, analyzing the ways four white, nondisabled teacher candidates attempted to discursively resist deficit-based framings of dis/ability and race with small groups of young children in preschool classrooms. Findings revealed how—despite stated intentions to advance educational justice—teacher candidates drew on discourse models that reinforced status quo notions of normativity. We argue that understanding how teacher candidates navigate dis/ability and race talk with young children in the context of literacy instruction can lend insight into the teacher education experiences needed to support these critical conversations.

中文翻译：

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教师候选人谈论（但不谈论）学前班的残疾/能力和种族

在包括幼儿教育在内的教育环境中，能力主义和种族主义相互依存地传播以定义正常和异常。图书阅读提供了一个重要的平台，可以消除与幼儿的这些相互关联的意识形态。在本文中，我们在图画书阅读的背景下研究了残疾/能力和种族谈话，分析了四名非残疾的白人教师候选人试图与一小群幼儿一起以话语抵制基于缺陷的残疾/能力和种族框架的方式在学前班教室里。调查结果揭示了——尽管表达了促进教育公正的意图——教师候选人如何利用强化规范性现状概念的话语模型。