Disability, Diversity, and Higher Education

Gabel, Susan L.; Reid, Denise P.; Pearson, Holly

doi:10.4324/9781315644004-12

“…CRT in education posits that the embedded racism in educational practices and policies is more responsible for racially disproportionate outcomes than the racialized identities of the students themselves (Ladson-Billings & Tate, 1995). DSE applies a similar critical analysis to school structures, policies, and practices that enact ableism to disenfranchise and marginalize students with dis/abilities (Gabel, 2005), or indeed renders them impossible to include (Youdell, 2006). Annamma et al (2016, p. 19) proposed seven tenets for DisCrit theory (see Table 1).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Seeking Direct Accountability for Disproportionate Discipline and Dis/ability Classification

Bornstein,

Lustick,

Hannon

et al. 2023

AERA Open

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Accountability for racially disproportionate discipline and dis/ability classification has conventionally spotlighted the disparate impact on students. Typically, findings such as “x% of African American students were suspended” or “y% of Latinx students were misidentified as having learning dis/abilities” reinforce this pattern. Our qualitative study sought the outlines of a different framing that locates accountability in practices, policies, and patterns of adult actors that produce those unjust outcomes. Practitioners, policy makers, researchers, and activists participated in this interview study by giving their perspectives on that reframing. Although their analyses fell short of directly holding the educational system accountable, they did highlight reforms such as increasing student agency in discipline and classification processes, expanding those processes to include a holistic analysis of students’ lives, and acknowledging that current accountability measures evade and obscure structural racism in discipline and dis/ability classification.

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“…For this project, we follow the definitions developed by Ferguson and Nussbaum (2012, p. 71) that, historically, "Disability Studies reflected the efforts of scholars with disabilities (and some nondisabled colleagues) to conceptualize and interpret the common complaints of people with disabilities and their families". We refer to disability studies in education (DSE) as a framework that scholars use to take up theories from disability studies to understand and study education (Gabel, 2005a). Most DSE scholars engage in projects of educational research that frame disability as a social process to argue for systems of education that provide flexibility for all peoples (disabled or not) to be educated together (Allan, 2006).…”

Section: Disability Studies In Education (Dse) Frameworkmentioning

confidence: 99%

Space, Education, and Inclusion

Rißler,

Köpfer,

Buchner

2023

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“…For this project, we follow the definitions developed by Ferguson and Nussbaum (2012, p. 71) that, historically, "Disability Studies reflected the efforts of scholars with disabilities (and some nondisabled colleagues) to conceptualize and interpret the common complaints of people with disabilities and their families". We refer to disability studies in education (DSE) as a framework that scholars use to take up theories from disability studies to understand and study education (Gabel, 2005a). Most DSE scholars engage in projects of educational research that frame disability as a social process to argue for systems of education that provide flexibility for all peoples (disabled or not) to be educated together (Allan, 2006).…”

Section: Disability Studies In Education (Dse) Frameworkmentioning

confidence: 99%