The construction, expression, and consequences of difference in education practice, policy, and research

Thorius, Kathleen King

doi:10.1080/09518398.2019.1576946

Cited by 8 publications

(4 citation statements)

References 12 publications

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“…The aforementioned scholars recognize that dis/ability and race are social constructs, often used in tandem to sustain hierarchies of power in educational contexts by equating normalcy with whiteness and ability. By placing value on people's bodies and minds based on socially constructed ideas of normalcy (Lewis, 2019), schools invoke corporeal deviance to perpetuate racial hierarchies (Erevelles & Minear, 2010), pathologizing children whose identities are positioned as "different" from an invisibilized referent norm (e.g., whiteness, ability; Thorius, 2019). For instance, Annamma (2018) found that dis/abled girls of Color were regularly labeled as outside school norms of learning and behavior, excessively surveilled, segregated, punished, and constructed as criminal.…”

Section: Troubling Constructions Of Normalcy In Early Childhoodmentioning

confidence: 99%

“…Human Services, U.S. Department of Education, 2017) to the ways children of Color are labeled "at risk" for school failure (Ladson-Billings, 2014), ability is often distributed and withheld along racial lines. Young children actively make meaning of dis/ability and race (Lalvani & Bacon, 2019;Park, 2011), grappling with these lines of "difference" and the dominant referent points against which difference is constructed (Thorius, 2019). As ableism and racism operate to define normalcy and deviance in early educational settings, we must reckon with how teachers can support young children in resisting such intractable ideologies.…”

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confidence: 99%

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Teacher Candidates Talking (but Not Talking) About Dis/ability and Race in Preschool

Beneke

Cheatham

2020

Journal of Literacy Research

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In educational contexts, including early childhood settings, ableism and racism circulate interdependently to define normalcy and deviance. Book reading offers an important platform for dismantling these interlocking ideologies with young children. In this article, we examine dis/ability and race talk in the context of picture-book reading, analyzing the ways four white, nondisabled teacher candidates attempted to discursively resist deficit-based framings of dis/ability and race with small groups of young children in preschool classrooms. Findings revealed how—despite stated intentions to advance educational justice—teacher candidates drew on discourse models that reinforced status quo notions of normativity. We argue that understanding how teacher candidates navigate dis/ability and race talk with young children in the context of literacy instruction can lend insight into the teacher education experiences needed to support these critical conversations.

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Section: Troubling Constructions Of Normalcy In Early Childhoodmentioning

confidence: 99%

mentioning

confidence: 99%

Teacher Candidates Talking (but Not Talking) About Dis/ability and Race in Preschool

Beneke

Cheatham

2020

Journal of Literacy Research

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“…Arguments that aim to combat such inequities often place an onus on individual “bias” (Tate & Page, 2018; Vaught & Castagno, 2008). Yet, bias (i.e., prejudicial attitudes and behaviors) is the micro-level consequence of systemic racism and ableism, which perpetuate differential valuing of bodies and minds based on perceived race and perceived ability (Thorius, 2019). Positioning some children as requiring remediation based on narrow socially constructed behavior norms reflects ableism (Ferri & Bacon, 2011).…”

mentioning

confidence: 99%

Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

Love

Beneke

2021

Topics in Early Childhood Special Education

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Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

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“…The dominant frame for dis/ability positions ability differences as problems that need assessment, diagnosis and repair. Most of our social systems, including education, are founded on normative notions (Thorius, 2019). The height of a dining chair, the placement of a door handle, the introduction of text at a particular age, the emergence of language are determined by assumptions about the human frame, its range of motion, how knowledge is transferred, the privileging of speaking and listening over other forms of communication.…”

Section: Introductionmentioning

confidence: 99%

Leading through a critical lens: The application of DisCrit in framing, implementing and improving equity driven, educational systems for all students

Kozleski

Stepaniuk

Proffitt

2020

JEA

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PurposeThis article focuses on the strategic importance of framing cultural changes in special education through a critical lens. The article explores why cultural responsivity must be understood from a critical perspective that accounts for the historical sedimentation of racism that exists within special education organizational policies and practices. This sedimentation affects current and future organizational features that sustain historical, persistent and pernicious racial and ableist structures, relationships and outcomes.Design/methodology/approachBy examining the role of power within organizational systems, the authors trace its contribution to reproduction of these systems through special education leadership. Special education leaders along with their peers in general education can frame transformative change through a systemic lens designed to address structural, regulatory and cultural practices that perpetuate raced and ableist outcomes. The pernicious and sustaining structures and practices that have created unequal outcomes in our educational systems need strategic intervention, prevention and re-creation to create equitable supports and services programs.FindingsBy examining the role of power within organizational systems, the authors trace its contribution to reproduction of these systems through special education leadership. Special education leaders along with their peers in general education can frame transformative change through a systemic lens designed to address structural, regulatory and cultural practices that perpetuate raced and ableist outcomes.Practical implicationsWith clear outcomes that are responsive to all students, including those identified with dis/abilities, education leaders can make consequential shifts in access, opportunity and the distribution of social and intellectual capital throughout education.Social implicationsThe pernicious and sustaining structures and practices that have created unequal outcomes in our educational systems need strategic intervention, prevention and re-creation to create equitable supports and services programs.Originality/valueThe application of DisCrit to educational leadership practices offers an opportunity to frame leadership through a powerful equity lens.

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The construction, expression, and consequences of difference in education practice, policy, and research

Cited by 8 publications

References 12 publications

Teacher Candidates Talking (but Not Talking) About Dis/ability and Race in Preschool

Teacher Candidates Talking (but Not Talking) About Dis/ability and Race in Preschool

Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

Leading through a critical lens: The application of DisCrit in framing, implementing and improving equity driven, educational systems for all students

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