Enabling Radical Inclusion: Girls of Color Reimagine Inclusive Education

• In Event: 66.036 - Queering, Cripping, and Trans(ing) Education Inquiry

Abstract

This qualitative inquiry sought to reveal teachers’ enabling academic and behavioral responses from the perspectives of multiply-marginalized Girls of Color. We foregrounded the experiences and understandings of the participants by using tenets of Disability Critical Race Theory. Interviews and focus groups afforded multiply-marginalized Girls of Color opportunities to speak from their own subjective positions in unequal fields of power, thus positioning them as experts of what constitutes inequity in school. This paper discusses the practices that empowered and enabled Girls of Color as well as how they imagined radical inclusive pedagogy. We argue and theorize ways in which inclusive education must assume a radical stance and seek to dismantle systems of oppression within schools, conceptualized as Radical Inclusive Education.

Authors

• Grace Tamara Handy, The University of Kansas

• Amanda L. Miller, University of Kansas

• Elizabeth Jackson, The University of Kansas

• Jennifer M. Wilmot, The University of Kansas

• Subini Ancy Annamma, The University of Kansas