Can There Be Diversity, Equity, and Inclusion Without Dis/Abled Teachers? (Poster 15)

• In Event: AERA Virtual Poster Session 8
  In Poster Session: Centering Child, Individual Voice

Abstract

This is a co-reflection on the marginalization of dis/ability in conversations about “transforming” the early care and education (ECE) workforce and related “diversity, equity, and inclusion” initiatives. It emerged when considering demographics in two workforce surveys, one which did not consider dis/ability identity and one which did. In the second, only 4% of respondents identified as dis/abled, a contrast with the Centers for Disease Control and Prevention’s (2020) estimate that 26% of adults are dis/abled. While one interpretation may be that dis/abled people choose not to go into ECE, we advance an argument that this perspective is facile and reflects structured white-ableism that the ECE profession must confront for inclusion and belonging to be realities.

Authors

• Mark Nagasawa, Bank Street College of Education

• Sarika S. Gupta, Bank Street College of Education