Facilitating en/counters with special education’s cloak of benevolence in professional learning to eliminate racial disproportionality in special education

Abstract

Despite the U.S. government's funding and provision of technical assistance as a prevailing approach to remedy special education racial disproportionality, and considerable research on the explanations, causes, and frameworks for addressing the phenomenon, there is little documentation of research or technical assistance efforts for actually doing so. As a white, nondisabled professor and executive director of a federally funded Equity Assistance Center, I theorize and offer for critique ways I have facilitated (mostly white, non-disabled) educators' en/counters with culturally historically embedded systemic and individual practices contributing to the construction of special education as a cloak of benevolence for white supremacy and ableism. Drawing from a theory of expansive learning, I illustrate how purposeful introduction of artifacts into the activity system of a technical assistance relationship brings educators in contact with contradictions between their expressed goals of eliminating disproportionality and their pathologization of children's differences at the intersection of race and disability.

Racial and Dis/Ability Equity-Oriented Educational Leadership Preparation

“…These actions are harmful. They decontextualize the cultural-historical contexts of not only race-relations, but dis/Ability-relations inside and around schools (Hernández-Saca & Cannon, 2019;Thorius, 2019) and the power of IDEA to further act as a tool of exclusion (Ferri & Connor, 2005). In other words, policy is not a neutral vehicle, but rather is ideologically and value driven (Linton, 1998;Purpel & McLaurin, 2004).…”