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.

摘要

有色人种残疾女孩具有独特的交叉教育经历。然而，他们在教育研究中的代表性不足，而且往往闻所未闻。本研究以残疾批判种族理论和社会文化学习理论为基础，从她们的角度扩展了当前对学校如何为有色人种残疾女孩提供或限制学术和社会机会的理解。通过他们的叙述、照片和地图，中学和高中的焦点参与者描述了社会和空间实践如何与文本和技术相互作用，并在此过程中对他们在学校的识字机会产生了积极和消极的影响。这项研究增加了当前的文献，有意关注残疾有色人种女孩的天赋、优势和解决方案。对未来研究的影响（例如