Full Description
This sequel to the influential 2016 work DisCrit—Disability Studies and Critical Race Theory in Education explores how DisCrit has both deepened and expanded, providing increasingly nuanced understandings about how racism and ableism circulate across geographic borders, academic disciplines, multiplicative identities, intersecting oppressions, and individual and cultural resistances. Following an incisive introduction by DisCrit intellectual forerunner Alfredo Artiles, a diverse group of authors engage in inward, outward, and margin-to-margin analyses that raise deep and enduring questions about how we as scholars and teachers account for and counteract the collusive nature of oppressions faced by minoritized individuals with disabilities, particularly in educational contexts. Contributors ask readers to consider incisive questions such as: What are the affordances and constraints of DisCrit as it travels outside of U.S. contexts? How can DisCrit, as a critical and intersectional framework, be used to support and extend diverse forms of activism, expanded solidarities, and collective resistance? How can DisCrit inform and be augmented by engagements with other critical theories and modes of inquiry? How can DisCrit help to illuminate agency and resistance among learners with complex learning needs? How might DisCrit inform legal studies and other disciplinary and interdisciplinary contexts? How can DisCrit be a critical friend to interrogations involving issues of citizenship, language, and more? Book Features:
Expands the discussion on DisCrit to include issues of language, citizenship, and post-secondary education, and more.
Presents a robust engagement with DisCrit that reaches across disciplines, geographies, and temporalities.
Highlights the lived experience of people with disabilities as knowledge generators fighting against the collusive power of racism and ableism.
Recognizes that disability is complex, multifaceted, and not bound by labels for Black people, Indigenous People, and other People of Color in educational experiences and throughout the lifespan
Further explores the discussion on DisCrit while encouraging disability scholars to substantially integrate racism into their analyses, and for race scholars to do the same with ableism.
Contents
Contents
Foreword: The Future(s) of Disability: Of Complementary Representations, Heteroglossic Communities, and Moral Leadership ix
Acknowledgments xix
Introduction: Reflecting on DisCrit 1
Subini Annamma, Beth A. Ferri, & David Connor
PART I: OUTWARD INQUIRIES 11
1. Toward a DisCrit Approach to American Law 13
Jamelia N. Morgan
2. Collusive Symbiosis: Notes on Disability as White Property in Higher Education 31
Lauren E. Shallish, Michael D. Smith, & Ashley Taylor
3. Disrupting Dominant Modes of Expression: Illuminating the Strengths and Gifts of Two Disabled Girls of Color 45
Amanda Miller, Sylvia Nyegenye, & Rose Mostafa-Shoukry
4. "It Feels Like Living in a Limbo": Exploring the Limits of Inclusion for Children Living at the Global Affective Intersections of Dis/ability, Language, and Migration in Italy and the United States 62
Valentina Migliarini, Chelsea Stinson, & David I. Hernández-Saca
PART II: INWARD INQUIRIES 79
5. Does DisCrit Travel? The Global South and Excess Theoretical Baggage Fees 81
Tanushree Sarkar, Carlyn Mueller, & Anjali Forber-Pratt
6. Identity Politics: Exploring DisCrit's Potential to Empower Activism and Collective Resistance 96
Joy Banks, Phillandra Smith, & D'Arcee Charington Neal
7. A DisCrit Call for the Abolition of School Police 112
Christina Payne-Tsoupros & Najma Johnson
8. Perfect or Mocha: Language Policing and Pathologization 129
Jennifer Phuong & María Cioè-Peña
PART III: MARGIN TO MARGIN 145
9. LatDisCrit: Exploring Latinx Global South DisCrit Reverberations as Spaces Toward Emancipatory Learning and Radical Solidarity 147
Alexis Padilla
10. Unveiling the Intersections of Race and Disability in Students with Significant Support Needs 163
Nitasha M. Clark, George W. Noblit, Charna D'Ardenne, David A. Koppenhaver, & Karen Erickson
11. Theorizing the Curriculum of Colonization in the U.S. Deaf Context: Situating DisCrit Within a Framework of Decolonization 179
Gloshanda Lawyer
Conclusion 199
Beth A. Ferri, David J. Connor, & Subinni A. Annamma
About the Authors 211
Index 219
