Identifying Intersectional Injustice in Teaching and Teacher Supports While Harnessing Research-to-Practice Partnerships for Repair

• In Event: Revealing Systematic Pushout Through Intersectional Analysis

Abstract

Intersectional justice for children of color with disabilities requires teachers’ use of inclusive and culturally responsive practices that explicitly address racism and ableism (Love & Beneke, 2021). Educational researchers can play a key role in identifying patterns of intersectional injustice and building capacity to address said patterns. In this paper, I report on a project conducted in partnership with a school district in which researchers examined preschool and kindergarten teachers’ use of inclusive and culturally responsive practices to support children of color with disabilities. Then, I move beyond the research to document how researchers worked with the district in various ways to support teachers’ use of said practices and inform policy-making, becoming partners for repair.

Author

• Hailey Love, University of Wisconsin - Madison