Living and Teaching in the Intersections: Animating DisCrit Classroom Ecology for Disability Justice

• In Event: Cultivating Global Equitable Education Rooted in DisCrit Theory and Praxis

Abstract

It has been suggested that special educators of color can play a key role in addressing inequity and disproportionality in special education. Yet, research remains overwhelming silent on the unique experiences and contributions of educators of color, particularly Black women. This qualitative case study employs DisCrit Classroom Ecology and Positioning Theory as a conceptual framework to explore how Sarah, a Black special educator, drew on her life histories to enact transformative teacher resistance. Implications will be offered for how teachers of color draw on the resources afforded to them through their lived experience to build on DisCrit Classroom Ecologies and act in solidarity with multiply marginalized students.

Author

• Molly Elizabeth Siuty, Portland State University