Counternarratives as DisCrit Praxis: Disrupting Classroom Master Narratives Through Imagined Composite Stories

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

Abstract

In DisCrit Classroom Ecology, Annamma and Morrison (2018a) offered invaluable direction for teachers by proposing constructs that address racism and ableism within the foundational components of the classroom—curriculum, pedagogy, resistance, and solidarity. These liberatory lenses offered a critical framework to conceptualize and achieve DisCrit-aligned teaching and learning. However, as of yet, critically conscious classroom teachers who seek to make DisCrit Classroom Ecology live in spaces that serve multiply-marginalized students have no map to operationalize theory into practice. To support the enactment of DisCrit Classroom Ecology, scholarship must authentically partner with classroom teachers who are working with and who have influence over the educational trajectories of multiply-marginalized students.

Authors

• Mallory Locke, Hunter College

• Armineh Hallaran, Hunter College, CUNY

• Tanya E. Friedman, Hunter College, CUNY

• Valerie Guzman

• Migdalia Arciniegas

• Adela Brito