Reimagining Research Through Remedy and Repair: Identity Coalition Building, Integrating Community Knowledge for Equitable Education

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Reimagining Special Education: Integrating Equity and Community Knowledge (Table 4)

Abstract

This paper presents critical autoethnographic counter-narrative vignettes to explore how boundary work within Special Education and Disability Studies in Education can enhance understanding of Learning Disabilities (LD) and Speech and Language Impairment from an interdisciplinary and intersectional Disability Studies in Education approach. Our research question asks how historical harms and intergenerational injustice can be identified and remedied through integrating community and professional knowledge. Emphasizing identity coalition building and storytelling in ways that reimagine a just educational renewal by addressing repairs to intersectional-institutional-oppressive systems. This approach transcends traditional binaries, fostering theoretical pluralism and constructing integrative mindsets that bridge theory, research, policy, and practice for transformative change, particularly for Black, Indigenous, and Youth of Color with and without dis/abilities.

Authors

• Mercedes Adell Cannon, Indiana University - Indianapolis

• David I. Hernandez-Saca, University of Northern Iowa