“…Authors engaged with DisCrit Classroom Ecologies and DisCrit Solidarity 2 —applying the former to literacy contexts (Locke et al, 2022) and the latter to disabled girls of color in a youth prison (Cabral et al, 2022, 2023). Several articles examined DisCrit within teacher education, including Beneke et al (2022), who revealed ways that teacher candidates weaponized emotions to uphold hierarchies of race and ability, and Perouse-Harvey (2022), documented ways that DisCrit and critical theory can provide preservice teachers with language to discuss and confront racism and ableism in schools. Demonstrating the expansiveness and elasticity of DisCrit, Song and Freedman (2022) explored how normalizing processes of ethnocentrism, racism, and ableism positioned North Korean refugee students as disabled, and Cioè-Peña (2021) examined ways that mothers of emergent bilingual students labeled as disabled were themselves systematically excluded based on deficit-based perceptions of their ability to contribute to their children’s education.…”