30.050 - Disrupting Deficit Ideologies: The Role of Context and Content to Reposition Literacy Learners as Competent

Session Type: Symposium

Abstract

This session provides a forum to problematize constructions of learning disabilities for literacy learners in urban contexts. Drawing on tenets of Disability Studies and Critical Race Theory in Education or DisCrit (Annamma, Connor, & Ferri, 2013) and New Literacies (Gee, 2012) we will share three papers which demonstrate inclusive instructional approaches which afford literacy learning opportunities for learners of diverse abilities in the middle grades. In addition, each paper challenges deficit ideologies by allowing students to demonstrate competence as literate individuals in heterogeneous spaces. As former special educators in urban contexts, we share these papers to provide examples of the potential of literacy learning spaces to facilitate positive literacy identities and engage learners of diverse abilities in inclusive spaces.

Sub Unit

• SIG-Disability Studies in Education

Chair

• Maryl A. Randel, Rowan University

Papers

• "I Am an OK Reader, but I Am Smart": Fifth Graders Challenge the "Struggling Reader" Construct - Maryl A. Randel, Rowan University

• Using Local Knowledge to Inform Text Selection for "Struggling" Readers of Color - Michiko Hikida, The Ohio State University - Columbus

• Collaborative Composition and the Writing Process: Analysis of the Construction of a Dance - Erin H. Whitney, California State University - Chico

Discussant

• Kathleen M. Collins, The Pennsylvania State University