Agents of New Knowledge: A Transcendental Phenomenology of BIPOC Mothers Traversing Texas' Special Education

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 2
  In Roundtable Session: Centering Families and Students in Inclusive Education

Abstract

This qualitative study examines the experiences and opportunities of BIPOC families seeking special education services and support for their child in Texas. Five BIPOC mothers, with lived experience navigating the Texas special education system for their child were interviewed. Data were collected and analyzed following transcendental phenomenology methods. Three major findings emerged depicting progression of parents’ knowledge of: self, disabilities, and capital; special education policies and rights; and child and family advocacy. Implications synthesize families’ experiences of regional discourse, policies, and practices in special education; and expands on disability-centered, culturally sustaining pedagogies by recognizing BIPOC parents of children with disabilities as agents of new knowledge of disability, race, class and language, and as integral partners in teaching and learning.

Author

• Alexandrea Melgoza, Southwestern University