<i>Traerás tus Documentos (you will bring your documents)</i>: navigating the intersections of disability and citizenship status in special education

Padía, Lilly B.; Traxler, Rachel Elizabeth

doi:10.1080/13613324.2021.1918410

Cited by 9 publications

(1 citation statement)

References 18 publications

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“…In addition to strategic solidarities, we have been heartened by the ways that DisCrit has been taken up across a range of disciplinary locations, such as law (Morgan, 2022; Payne-Tsoupros, 2021) and international studies; has traveled across geographic borders (Migliarini et al, 2022), specifically into the Global South (Iqtadar et al, 2021; Sarkar et al, 2022); and has been used to address issues of language (Phuong & Cioè-Peña, 2022), citizenship, immigration (Padía & Traxler, 2021), ethnicity, and decoloniality (Lawyer, 2022; Padilla, 2021). Within education, DisCrit has moved into conceptualizing rural spaces (Fornauf & Mascio, 2021), teacher education (Banks et al, 2022), higher education (Shallish et al, 2022), the experiences of developmentally disabled Youth of Color (Clark et al, 2021; Miller et al, in press), and Latinx and Black mothering and families (Love et al, 2021; Ocasio-Stoutenburg, 2021; Torres, 2021).…”

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confidence: 99%

Introduction to the Special Issue-Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education

Annamma

Ferri

Connor

2022

Teachers College Record: The Voice of Scholarship in Education

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This article provides the introduction to a special issue of the Teachers College Record (TCR) “Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education”. We begin by revisiting the seven tenets of DisCrit and citing a truncated intellectual geneology. Next, we trace the importance of a TCR special issue recognizing the mutually constiutive oppressions of racism and ableism. We then briefly describe the powerful premise and substantive contributions of the eight featured articles in this special issue. Each article is featured due to its commitments to link DisCrit theory to practice – engaging praxis through empirical research and/or theoretical engagements examining higher education, teacher education, state standards, k-12 education, carceral education, and international education using a variety of rigorous methods. By taking on racism and ableism across disciplinary boundaries and geographic borders, the contributors to this special issue break open new possibilities.

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confidence: 99%

Introduction to the Special Issue-Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education

Annamma

Ferri

Connor

2022

Teachers College Record: The Voice of Scholarship in Education

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The concept of belonging and other areas of interest in disability studies in education

Connor

2023

International Encyclopedia of Education(Fourth Edition)

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Toward a Model of Reciprocal Carryover: Learning From Communication Systems of Families of Nonspeaking Bilingual Children

Padía

2023

LSHSS

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Purpose: Children at the intersections of language learning, racialization, and dis/ability status experience systems of power in a very particular way. This work amplifies the “voices” of bilingual nonspeaking children and their families to upend the notion of educational and medical professionals as the experts. It positions familial ways of being and knowing as central to learning and offers educators tools to actively collaborate with and follow the lead of children and families to engage in “reciprocal carryover.” Method: This clinical focus article is built on a series of semistructured interviews and observations with caregivers, young children, and educators—specifically, two case studies of bilingual nonspeaking young children in the United States and their transnational families. Circumventing school and medical spaces and going directly to young children and families was a methodological choice to identify the family as the epicenter of languaging and learning. Results: Each case study demonstrates a system that was created to bolster the communication of these historically subaltern families. From systems of social capital exchanges to intrafamilial nonverbal communication systems, the families in the study engage in and share systems they created to navigate the larger system of special education that so often positions multilingual, transnational families and their dis/abled children as nonknowers. The author offers strategies for educators to learn alongside children and families to engage in “reciprocal carryover.” Conclusions: This work highlights the communication and languaging systems children and families co-construct beyond the bounds of formal education and supports educators in following their lead. It offers a roadmap for educators, families, and children to co-construct communication practices together.

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Traerás tus Documentos (you will bring your documents): navigating the intersections of disability and citizenship status in special education

Cited by 9 publications

References 18 publications

Introduction to the Special Issue-Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education

Introduction to the Special Issue-Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education

The concept of belonging and other areas of interest in disability studies in education

Toward a Model of Reciprocal Carryover: Learning From Communication Systems of Families of Nonspeaking Bilingual Children

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