Using Sociospatial Methods for Critical Reflection and Transformation With General Education and Special Education Teachers

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Intersectional and Disability Consciousness in Education (Table 30)

Abstract

This study, grounded in DisCrit Classroom Ecology and critical spatial theory, focused on nine special and general education teachers of disabled girls of color in middle and high school. The purpose was to understand educator pedagogical and curricular decisions and support critical reflection and action with a focus on school geographies, classroom layouts, and learning tools. Sociospatial artifacts including photographs and maps were used in a sequence of interviews. Preliminary findings yielded four themes and suggest that photos and maps when supported by DisCrit Classroom Ecology and critical spatial theory can be catalysts for shifts in ideology and practice. Implications for teacher preparation, policy, and practice will be presented.

Author

• Amanda L. Miller, Wayne State University