DisCrit solidarity as curriculum studies and transformative praxis

Annamma, Subini Ancy; Handy, Tamara

doi:10.1080/03626784.2019.1665456

Cited by 27 publications

(40 citation statements)

References 62 publications

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“…Solidarity, defined within disability critical race theory, stems from common traditions with Black feminist love-politics and provides a set of conceptual tools that can address loneliness' sociopolitical dimensions in educational settings (Annamma and Handy, 2019). Supported by disability justice principles and a conceptual framework that critically examines racism and ableism in their mutuality, DisCrit Solidarity consists of four tenets: the recognition of working class and students of colors' diverse range of emotions and experiences resulting from oppression; promoting classroom norms that allow for acknowledging, expressing, and engaging with emotions and actions in ways that can translate to systemic change; relating to those emotions and actions as "Strategies of Resistance"; and resist oversimplifying presentations of people and their complex lived experiences and histories (Annamma and Handy, 2019).…”

Section: Discrit Solidaritymentioning

confidence: 99%

Loneliness through the lens of Black feminist love-politics: pedagogical practices amid pandemic online learning

Rifino

Sugarman

2022

JME

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Purpose Amid the COVID-19 pandemic, including contact restrictions and the switch to virtual classes, loneliness has become a pressing concern for college students and their learning. This study aims to interrogate current discussions about college student loneliness through the lens of Black feminist love-politics to reimagine online pedagogical practices. Design/methodology/approach Using a broad literature base and anecdotes from personal teaching experiences, the authors contend that Black Feminist perspectives on love, care and solidarity can illuminate the sociopolitical dimensions of loneliness in pedagogically productive ways. Findings The authors explore various pedagogical practices that are inspired by Black feminist approaches that aim to promote solidarity, love and care in either virtual or in-person classrooms. These pedagogical suggestions result from the authors’ teaching experiences amid online learning and current literature in education. Practical implications The authors seek to support educators’ understanding of the most pervasive yet misunderstood emotional experiences of student learning amid the COVID-19 pandemic. This paper explores strategies for addressing feelings of loneliness within online learning-related contexts in higher education. This discussion will be particularly relevant for educators and students from historically marginalized populations. Originality/value This work focuses on the plight of community college students, a demographic that has not garnered enough attention in the educational research concerning this pandemic. In addition, this paper offers an account of loneliness that aligns with the political and ideological crisis of today and places it in conversation with Black feminist thought.

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Section: Discrit Solidaritymentioning

confidence: 99%

Loneliness through the lens of Black feminist love-politics: pedagogical practices amid pandemic online learning

Rifino

Sugarman

2022

JME

View full text Add to dashboard Cite

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“…To recognize the social nature of learning and educational contexts, educators can nurture interactions and relationships through DisCrit Solidarity (Annamma & Morrison, 2018a). The teacher–learner dichotomy creates an inherent power imbalance that positions educators as enforcers of boundaries (Annamma & Handy, 2019) upheld by labeling, surveilling, and punishing Children of Color who are multiply marginalized (Annamma, 2018). How educators perceive and respond to the actions of Children of Color who are multiply marginalized shape whether these actions are recognized as acts of rebellion or gifts of resistance.…”

Section: Applying Discrit Classroom Ecology To Early Childhood Fieldworkmentioning

confidence: 99%

“…How educators perceive and respond to the actions of Children of Color who are multiply marginalized shape whether these actions are recognized as acts of rebellion or gifts of resistance. Educators can demonstrate solidarity by resisting desires to control children’s behavior manifested through institutional and individual expectations for children’s actions (Migliarini & Annamma, 2020) and confronting their power (Annamma & Handy, 2019) while subsequently engaging children in classroom dialogue to critically negotiate differences and identities (Carbado et al, 2013). Educators have the responsibility to cultivate positive educator–child and peer relationships and can intentionally focus on ethics of interdependence and care (Annamma & Handy, 2019).…”

Section: Applying Discrit Classroom Ecology To Early Childhood Fieldworkmentioning

confidence: 99%

Counteracting Dysconscious Racism and Ableism Through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation

Hancock

Morgan

Holly

2021

Topics in Early Childhood Special Education

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Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork.

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“…The responsibilities I have just described comprise the core of what I refer to as a harm reduction pedagogy, or a critical approach to teaching that acknowledges the continual presence and possibilities of harm while actively striving to minimize the harm experienced by disadvantaged students in our classrooms. It is a pedagogy that prioritizes love and respect over carceral practices of control and eradication (Annamma & Handy, 2019). Emi Koyama (2001) writes that "[h]arm reduction is a philosophy first developed by people organizing against HIV/AIDS crisis and other health issues among injection drug users" (para.…”

Section: Crip Teaching Radical Love and Harm Reduction Pedagogymentioning

confidence: 99%

Disability Justice, White Supremacy, and Harm Reduction Pedagogy: Enacting Anti-Racist Crip Teaching

Shelton¹

2020

jcscore

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In this personal narrative, I reflect on how I have approached teaching about and for disability justice as a White crip feminist educator. I focus on how I have attempted to be accountable for my Whiteness in my teaching about an activist framework and movement grounded in the lived experiences of queer and trans disabled people of color (Sins Invalid, 2016). Towards this task, I describe my effort to enact what I term a harm reduction pedagogy or an approach to teaching that acknowledges the ongoing violence of whiteness and my participation in it while simultaneously striving to minimize the harm students of color experience in my courses. In the second section of this paper, I describe my process of accountability planning in which I anticipate possibilities for harm and prepare myself to respond to them prior to the moments when they happen.

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DisCrit solidarity as curriculum studies and transformative praxis

Cited by 27 publications

References 62 publications

Loneliness through the lens of Black feminist love-politics: pedagogical practices amid pandemic online learning

Loneliness through the lens of Black feminist love-politics: pedagogical practices amid pandemic online learning

Counteracting Dysconscious Racism and Ableism Through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation

Disability Justice, White Supremacy, and Harm Reduction Pedagogy: Enacting Anti-Racist Crip Teaching

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