Education Journey-Mapping for Critical and Intersectional Approaches to the Co-Taught Classroom Space

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Better Together: Inclusive Partnerships and Their Journeys Toward Equity (Table 2)

Abstract

The co-taught classroom is the fastest-growing inclusion model in U.S. public schools, but conflicting perceptions about co-teaching and inequitable outcomes for students with multiple, intersecting identities undermine the space’s potential to ensure all students’ success. To explore teachers’ considerations of race, dis/ability, and space, Education Journey Mapping was applied as both a research method and professional learning tool. Six teachers utilized protocols to create two maps that 1) detailed the impacts of race and dis/ability within their PK-12 education spaces and 2) captured their negotiation of race and dis/ability as practicing co-teachers. Findings demonstrate varying levels of critical consciousness toward race, dis/ability and the consequential geographies of the co-taught space, necessitating intersectional professional learning frameworks.

Author

• Mallory Locke, Hunter College - CUNY
  Presenting Author