The Lived Experiences and Challenges of Black Teachers, Students, and Parents in Inclusive Education: A Modern Narrative

• In Event: Disrupting Racial Tensions Within Inclusive Education Through Culturally Sensitive Tools

Abstract

Introduction
Inclusive education settings often inadvertently overlook the unique challenges faced by Black teachers, students, and parents. This paper illuminates these challenges, underpinned by an intersectional perspective of race, class, and disability (Annamma, Connor, & Ferri, 2013).
Black Teachers' Experiences
Recent studies indicate Black teachers face challenges in a professional landscape with stereotypes and systemic biases. Egalite, Kisida, and Winters (2015) found they are sometimes seen as disciplinary figures, not academic mentors, undermining their role as classroom leaders.
Black Students' Challenges
Black students in inclusive education often encounter implicit biases and academic underestimations, leading to underachievement (Carter et al., 2017). Annamma (2014) highlights their disproportionate identification for disabilities and placement in restrictive settings.
Black Parents' Stories

In the pursuit of educational equity, Black parents' voices are often overlooked. Trainor (2010) suggests cultural misunderstandings, language barriers, and historical mistrust hinder their navigation of the special education system. This lack of collaboration with schools exacerbates feelings of marginalization.
Theoretical framework
I utilize the Dis-Crit framework combined with Cultural historical activity theory (CHAT) to understand and illustrate the challenges of this vulnerable population.
Methodology
This study employs narrative inquiry, gathering data through interviews and focus groups with Black teachers, students, and parents. Triangulation with academic records and education programs enhances validity and credibility (Creswell, 2013).
Data Sources
Interviews with Black teachers, students, and parents from a wide range of inclusive education settings served as the primary data source. Secondary data were extracted from relevant public databases and previous scholarly studies post 2010.
Discussion and Reflection
Understanding these lived experiences is crucial to address systemic barriers and stereotypes in inclusive education (Waitoller & Thorius, 2016). Equitable education requires using these narratives to shape policy and practice, fostering environments that value and encourage Black teachers, students, and parents.
Conclusion
Truly inclusive and equitable education requires centering the lived experiences of Black teachers, students, and parents. Their narratives are crucial for meaningful change, urging sustained collective efforts to dismantle systemic barriers and foster a diverse, inclusive educational landscape.

References:

Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1-31.
Annamma, S. A. (2014). Disabling Juvenile Justice: Engaging the Stories of Incarcerated Young Women of Color with Disabilities. Remedial and Special Education, 35(5), 313–324.
Carter, P. L., Skiba, R., Arredondo, M. I., & Pollock, M. (2017). You Can’t Fix What You Don’t Look At: Acknowledging Race in Addressing Racial Discipline Disparities. Urban Education, 52(2), 207–235.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Egalite, A. J., Kisida, B., & Winters, M. A. (2015). Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45, 44-52.
Trainor, A. A. (2010). Diverse approaches to parent advocacy during special education home school interactions: Identification and use of cultural and social capital. Remedial and Special Education, 31(1), 34-47.

Author

• Suman Rath, Montclair State University