ABSTRACT

Disability Critical Race Theory (Dis/Crit) was useful as a tool and a lens for the development of a collaborative network of educators, community providers, and community stakeholders including educators, community members, parents, and individuals. Initially I engaged these stakeholders in action research sessions to inform planning for developing contextualized cultural competence among pre-service special education teachers. Examining equity and inequity in educational and community experiences for people representing minoritized identities including disability, race, ethnicity, language, immigrant status, gender, sexual orientation and socioeconomic status broadened our focus and passion for change. Expanding the process of building collective narrative inquiry, our network built projects to disrupt inequities at the intersections of disability and race in schools and community spaces. I discuss the utility of finding common ground in the theoretical framing lens Dis/Crit provides for planning action and collaboration among stakeholders. Finally, I share projects developed through our process to illustrate the influence of specific tenets of DisCrit theory in practical collaborative action.

摘要

残疾批判种族理论 (Dis/Crit) 作为工具和镜头非常有用，可用于发展教育工作者、社区提供者和社区利益相关者（包括教育工作者、社区成员、家长和个人）的协作网络。最初，我让这些利益相关者参与了行动研究会议，为在职前特殊教育教师中发展情境化文化能力的规划提供信息。检查代表少数群体身份（包括残疾、种族、民族、语言、移民身份、性别、性取向和社会经济地位）的人们在教育和社区经历中的公平与不平等，拓宽了我们对变革的关注和热情。扩展构建集体叙事探究的过程，我们的网络建立了一些项目，以消除学校和社区空间中残疾和种族交叉点的不平等现象。我讨论了在 Dis/Crit 为利益相关者之间的规划行动和协作提供的理论框架镜头中找到共同点的效用。最后，我分享了通过我们的过程开发的项目，以说明 DisCrit 理论的特定原则在实际协作行动中的影响。