Exclusionary Practices and Reparative Pathways at the Intersection of Disability and Race

Session Type: Symposium

Abstract

In this symposium, we ponder the co-constitutive forces of ableism and racism (Annamma, et. al., 2013) in schools in order to chart reparative pathways for education research, practice, and policy supporting multiply-marginalized students. Drawing on Artiles’ (2019) call for a “historical imagination” (p. 326) that embraces interdisciplinarity, this symposium considers how policymakers, researchers, educators, students, and families cultivate practices of resistance and repair and highlights papers from diverse methodological perspectives to foreground a connection between equity interventions and their historical, cultural, social, economic, and political contexts. Taken together, the papers in this symposium endeavor to understand the educational harm caused to multiply-marginalized students at the intersection of disability and race and to suggest reparative pathways forward.

Sub Unit

• SIG-Disability Studies in Education

Chair

• Jenna Gabriel, Virginia Commonwealth University

Papers

• Examining Racialized Organization to Understand Racial Disproportionality in a Suburban School District - Dian Mawene, University of Wisconsin - Madison

• The Construction of Racialized Disability in Virginia's Pupil Placement Decisions During Massive Resistance - Jenna Gabriel, Virginia Commonwealth University

• Lessons from a State-led Policy Intervention to Repair the Harm of Racial Disproportionality in Special Education - Deonte E. Iverson, University of Wisconsin - Madison

• The Wolf in Sheep’s Clothing: A DisCrit Analysis of the Enduring Nature of Carceral Logics within Restorative Justice - Molly Elizabeth Siuty, Temple University; Shanté Stuart McQueen, Portland State University

Discussant

• Nirmala Erevelles, University of Alabama