From Support to Action: A Critical Affinity Group of Special Education Teachers of Color

Abstract

Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and racist system of special education and are expected to become complicit in the system. For educators of color, critical affinity groups provide support, reduce trauma, and support work toward collective intersectional justice. Using qualitative narratives, this paper describes how a critical affinity group (re)positioned three SETOC as smart, knowledgeable, and addressing racism and ableism in schools. Disability studies and critical race theory (DisCrit) illuminated SETOC’s unique experiences and how they came together to process racist/ableist interactions and resisted the erasure of their identities as teachers of color. Implications discuss how teacher preparation programs can support the needs of SETOC.

Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs

“…If teacher educators do not address how systemic racism and ableism inform the relationships of multiply marginalized teachers, children, and families of color, they risk essentializing difference and reinforcing whiteness and able-bodiedness as the norm (e.g. Kulkarni et al, 2022).…”

“…Additionally, teacher educators should strive to develop positive teacher identities among pre-service teachers of color and disabled teachers by positioning them as valuable and knowledgeable (Annamma and Handy, 2019; Csoli and Gallagher, 2012; Kulkarni et al, 2022). For example, rather than positioning pre-service teachers of color as newcomers with little knowledge or skills, teacher educators can position them as both learners and experts whose insights and lived experiences matter (Kulkarni et al, 2022).…”

“…Additionally, teacher educators should strive to develop positive teacher identities among pre-service teachers of color and disabled teachers by positioning them as valuable and knowledgeable (Annamma and Handy, 2019; Csoli and Gallagher, 2012; Kulkarni et al, 2022). For example, rather than positioning pre-service teachers of color as newcomers with little knowledge or skills, teacher educators can position them as both learners and experts whose insights and lived experiences matter (Kulkarni et al, 2022). This stance promotes the reciprocal teacher educator–student relationships that are needed in early childhood teacher education (McGowan et al, 2021), and can help combat imposter syndrome and deficit perspectives perpetuated by racism and ableism (Kulkarni et al, 2022).…”

“…For example, rather than positioning pre-service teachers of color as newcomers with little knowledge or skills, teacher educators can position them as both learners and experts whose insights and lived experiences matter (Kulkarni et al, 2022). This stance promotes the reciprocal teacher educator–student relationships that are needed in early childhood teacher education (McGowan et al, 2021), and can help combat imposter syndrome and deficit perspectives perpetuated by racism and ableism (Kulkarni et al, 2022). Further, teacher educators can honor the complicated emotions that multiply marginalized teachers of color may have in response to interlocking oppressions such as racism and ableism (Annamma and Handy, 2019).…”

“…In addition to course-based opportunities to position pre-service teachers of color and disabled teachers as knowledgeable, teacher educators can explore structures outside of the classroom. For instance, Kulkarni et al (2022) report how a critical affinity group afforded opportunities for pre-service and in-service teachers of color to process and share their perspectives about racism and ableism. The critical affinity group format, which was outside of the formalized structures of the teacher education program, provided unique opportunities for student–student and student–teacher educator relationship-building and solidarity.…”