‘More than an Educator but a Political Figure': Leveraging the Overlapping Intersections of Disability Studies and Critical Pedagogy in Teacher Education

Boda, Phillip A.

doi:10.4135/9781526486455.n81

Cited by 4 publications

(4 citation statements)

References 55 publications

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“…For me, a CPP for science teacher education has meant seeking out pockets of resistance. What has sustained me in this difficult and often disheartening work, despite feeling frustrated by the enormity of the systemic challenges we face in schooling and teacher education, has been building coalitions, such as the aforementioned ESJ committee, and helping establish the Science Educators for Equity, Diversity, and Social Justice research organization-in essence, always "thinking like a movement" (Bharath, 2018) with other teacher educators, academics, and community members teachers (Tolbert et al, 2019). These coalitions were fueled initially by a sense of alienation, of being a lone wolf, but I have since come to realize that that feeling of being a lone wolf can be an impetus for transformative change (Tolbert et al, 2022).…”

Section: Critical Autoethnographymentioning

confidence: 99%

“…Our primary focus in this manuscript has been on racialization and racism, as these were central to our experiences as teacher educators and identified as key themes across our autoethnographic reflections. However, we view CPP as a framework that can support transformative reflection and action along multiple and intersecting issues of oppression and marginalization, such as able‐ism (Boda, 2020), or heteronormativity (Davies & Neustifter, 2023). Drawing from our own autoethnographies as science teacher educators, we have sought to make explicit the way that a CPP framework (and mindset) supports a more reflexive and transformative engagement with the notion of the “I” in identity research.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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Investigating science teacher educator identity through the politics of domestication and critical positional praxis

Rodriguez,

Tolbert,

Mark

2023

J Res Sci Teach

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The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships between self, others, and transformative action. We recognize these as gaps to be addressed and offer critical positional praxis (CPP) as a response. CPP is the public manifestation of the insights gained through our sense of identity and reflexivity. More specifically, CPP is the actions (or inactions) that express who we are in response to an event in any given social context—especially oppressive ones. In this article, we draw from our own critical autoethnographies, as a context for putting CPP into practice in identity research. Our collective analysis of these critical autoethnographies revealed how our identity development was inseparable from the ways in which we have each resisted the politics of domestication. Our autoethnographies further point to the role of dissent as central to our experiences of becoming critical science teacher educators committed to equity, diversity, and anti‐racism in education. We draw from this analysis to offer recommendations for how identity and positionality can move beyond theoretical constructs toward transformative personal and collective change in science education.

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Section: Critical Autoethnographymentioning

confidence: 99%

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Investigating science teacher educator identity through the politics of domestication and critical positional praxis

Rodriguez,

Tolbert,

Mark

2023

J Res Sci Teach

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“…Using methodologies such as counter stories to uncover the experiences of multiply marginalized teachers (Kulkarni 2022) can shift or recentre knowledge in the field of teacher education. Moreover, racially just methodologies in educational research must simultaneously centre multiply marginalized teachers', youths', and community members' voices with and without disabilities to reduce the distances between research and classroom practices that sustain cultures of exclusion by design through hegemony (Boda 2020). This is increasingly important with indigenous populations whose framing of disability disobeys the epistemic centre of categorization prominently centred in the Western white (post-)Modern world (Velarde 2018).…”

Section: Implications and Conclusive Remarks: From 'What Is' To 'What...mentioning

confidence: 99%

From ‘what is’ toward ‘what if’ through intersectionality: problematizing ableist erasures and coloniality in racially just research

Boda

Nusbaum

Kulkarni

2022

International Journal of Research & Method in Education

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Drawing from critical theory and intersectionality, we speak with and through racially just methodologies and epistemologies to problematize who is being centred, for what purpose, and encourage the visibilizing of identities not explicitly engaged within this work. We argue that for racially just research to challenge how whiteness and ableism are embodied by traditional research design approaches it needs to problematize the coloniality wedded in such commitments and bear witness to the importance that disability identities, culture, justice, and freedom have in this endeavour. We first unpack what racially just methodologies and epistemologies have enquired from the late 1990s-2020, as well as where disability and coloniality have been represented (erased) in this work. Then, we engage with Mignolo's seminal theorization of epistemic disobedience and its importance in the generation of our thesis. Finally, we make visible the need to conceptualize the margins within racially just enquiries that seek to disrupt whiteness in educational research by problematizing the ontological erasure of disability among these justice-oriented projects. We end by shifting from 'what is' toward 'what if' to envision radical possibilities for the future that disrupt mono-categorical enquiries seeking to challenge racism but invariably leave Othered identity nexuses undertheorized by design.

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“…However, in other work I have done [25][26][27], I do not use the term intersectionality to critically theorize how differential positioning of specific identities are made subject to discrimination and educational neglect, such as disabled students and multiply marginalized youth labeled with disabilities, but I do point out is that there is a need to interrogate how overlapping identities are developed as 'less-than' through a rhetorical process and set of material realities that deny agency and visibilization of students' experiences. Not using the term intersectionality, though, does not make these analyses any less intersectional, as Cho et al [18] remind me.…”

Section: Intersectionality Is a Critical Social Theory And Not Primar...mentioning

confidence: 99%

Identity Making as a Colonization Process, and the Power of Disability Justice to Cultivate Intersectional Disobedience

Boda

2022

Education Sciences

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Intersectionality has been used to describe the products of difference but scholars who work intersectionally in the tradition of Disability Justice have argued that attention should focus on the process of identity making—those processes by which some Lives–Hopes–Dreams are positioned as more valuable and Whole because of our societies’ commitments to racial capitalist coloniality. This work uses intersectionality as critical social theory, combined with broader cultural analyses of colonization as a process that did not stop within the creation of the Modern Western world, to visibilize identities often explicitly erased: students labeled with disabilities. Through excavating group-made artifacts from a larger research study, I show how intersectionally-disobedient grammars can serve to illuminate complex identity making beyond juxtaposed colonialities of power, and, therein, I situate this bricolage approach as an embodiment toward Disability Justice.

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‘More than an Educator but a Political Figure': Leveraging the Overlapping Intersections of Disability Studies and Critical Pedagogy in Teacher Education

Cited by 4 publications

References 55 publications

Investigating science teacher educator identity through the politics of domestication and critical positional praxis

Investigating science teacher educator identity through the politics of domestication and critical positional praxis

From ‘what is’ toward ‘what if’ through intersectionality: problematizing ableist erasures and coloniality in racially just research

Identity Making as a Colonization Process, and the Power of Disability Justice to Cultivate Intersectional Disobedience

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