Counternarratives of Online Learning

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: (Re)Conceptualizing Education Grounded in Student Experiences and Perspectives (Table 11)

Abstract

This paper examines how some students with disabilities found affordances during remote learning and how this knowledge informs efforts toward inclusive anti-oppressive education. Using intersectional disability studies frameworks (Annamma et al., 2013) to center multiply-marginalized students and a qualitative phenomenological interviewing process, this study brings forth new insights about daily injustices and barriers in schools. This study surfaces counter-narratives of online learning and holistic student strengths and needs beyond simple content delivery. These counter-narratives reveal significant and critical information around opportunities for access and justice in education exposed during remote learning. This paper addresses the 2023 AERA conference theme by centering these often overlooked counter-narratives towards more just futures for multiply-marginalized students with disabilities.

Authors

• Meaghan Krazinski, Syracuse University
  Presenting Author

• Alan R. Foley, Syracuse University
  Presenting Author