Abstract

Teacher beliefs about race and dis/ability¹1 Like several authors, I use dis/ability to “call attention to ways in which the latter overwhelmingly signals a specific inability to perform culturally-defined expected tasks (such as learning or walking) that come to define the individual as primarily and generally ‘unable’ to navigate society … The ‘/’ in dis/ability disrupts misleading understandings of dis/ability, as it simultaneously conveys the mixture of ability and dis/ability” (Annamma et al., 2013 Annamma, S. A., Connor, D. J., & Ferri, B. A. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31. https://doi.org/10.1080/13613324.2012.730511[Taylor & Francis Online], [Web of Science ®] , [Google Scholar], p. 24). are important in understanding how teachers educate and support students of color with dis/abilities. This is particularly critical because of the overrepresentation of students of color in special education, irrelevant curriculum, and poor post-school outcomes which continue to impact students of color with dis/abilities in US public schools. Using qualitative counter-stories of goodness and smartness, this study highlights the expressed beliefs of two special education teachers of color, Leena and Leonardo, who were completing a special education teaching credential program at a Hispanic Serving Institution (HSI) in Southern California. The teachers were asked to compose a series of short and long reflections as part of two courses centering dis/ability and race. They also participated in follow-up interviews in which they reflected on their beliefs and experiences with the intersections of dis/ability and race. Courses were intentionally restructured using Dis/ability Studies and Critical Race Theory (DisCrit), and analyses specifically focused on how participants were positioned through the framework of smartness and goodness. Findings revealed how the experiences of special education teachers of color across time and space were filled with examples of racism and ableism that shaped their beliefs and identities as teachers of color and teachers committed to racial and dis/ability justice. Each counter-story also highlights the challenges special education teachers of color face because of their experiences of multiple and intersecting oppressions.

摘要

教师对种族和残疾/能力的看法¹1 像几位作者一样，我使用 dis/ability 来“提请注意后者以压倒性优势表示特定无法执行文化定义的预期任务（例如学习或步行）的方式，这些任务将个人定义为主要和一般的”无法'驾驭社会……残疾/能力中的'/'破坏了对残疾/能力的误导性理解，因为它同时传达了能力和残疾/能力的混合”（Annamma et al., 2013 Annamm，SA，Connor，DJ和Ferri，BA（2013 年）。残疾/能力关键种族研究（DisCrit）：在种族和残疾/能力的交叉点进行理论化。种族与教育，16 (1), 1 – 31。https://doi.org/10.1080/13613324.2012.730511 [Taylor & Francis Online]，[Web of Science®]  ，[Google Scholar]，p. 24)。对于了解教师如何教育和支持有残疾/能力的有色人种学生很重要。这一点尤其重要，因为有色人种学生在特殊教育中的比例过高、不相关的课程以及不良的学后成绩继续影响着美国公立学校的有色人种残疾/能力学生。本研究使用善良和聪明的定性反故事，突出了两位有色人种特殊教育教师 Leena 和 Leonardo 的表达信念，他们正在南加州的西班牙裔服务机构 (HSI) 完成特殊教育教学证书课程。作为以残疾/能力和种族为中心的两门课程的一部分，教师被要求撰写一系列短而长的反思。他们还参加了后续采访，在采访中他们反思了他们对残疾/能力和种族交叉点的信念和经历。使用残疾/能力研究和批判种族理论 (DisCrit) 有意重组课程，分析特别关注参与者如何通过聪明和善良的框架进行定位。调查结果揭示了有色人种特殊教育教师跨时空的经历如何充满了种族主义和能力主义的例子，这些例子塑造了他们作为有色人种教师和致力于种族和残疾/残疾正义的教师的信仰和身份。每个反面故事还强调了有色人种特殊教育教师面临的挑战，因为他们经历了多重和交叉的压迫。