DisCritical Pedagogy: How DisCrit Can Inform Critical Pedagogy

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Expansive Theoretical Considerations for Disability Studies in Education

Abstract

This article applies an intersectional analysis of social justice pedagogy to address the exclusion of dis/ability and dis/ability rights in the field, specifically focusing on the tensions that arise when those in the field of social justice pedagogy or critical pedagogy claim to be at the helm of social justice work for marginalized students, while at the same time failing to recognize dis/ability rights within its framework and conversations. We apply a critical lens to the field of critical pedagogy using DisCrit as an analytic framework by focusing on how critical pedagogy scholar Duncan-Andrade’s Gangstas, Wankstas and Ridas paradigm can be further developed to include dis/ability and thus avoid the erasure of dis/abled students of color.

Authors

• Miruna Ouatu-Lascar, Long Beach Unified School District

• Meghan E. Cosier, Chapman University