Cultivating Black joy is critical, given censorship placed in schools, on Black bodies, and in the curriculum. This article conceptualizes how the dimensions of culturally responsive teaching practices can help reclaim and reconstruct Black students' sense of well-being in the classroom and their sense of Black Joy. Furthermore, this conceptual…

This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to speak, listen, and be heard. We share examples of democratic commitments and shifts in our own understandings of the role of the teacher and professor. We…

Too often joy and radical love are brushed off to the side while addressing intersectional forms of supremacies within teacher education does not get addressed. While it is important to name systematic and intergenerational trauma and violence, building interdependence joy and radical love must be done alongside. We cannot dismantle and build if…

Abolition is a verb, referencing how people build safe conditions while dismantling (and developing solutions beyond) harmful institutions, including within education. Considering disability justice movement work in our roles as teacher educators, we explored how we might contend with the harmful purposes and functions of educational structures as…

In this article, we examine and explore how the recent US Supreme Court case on affirmative action within higher education will shape and contextualize disproportionate minority representation and its monitoring within a K-12 public school context for students with disabilities. That is, as the litigation and ultimate judicial decision shape how…

We outline a multidimensional ecological systems policy framework to better understand how the Individuals with Disabilities Education Act (IDEA) and patterns of racial disproportionality in special education relate. The framework engages with ideology, power, privilege, and context across the multiple layers of the policy-implementation process…

Educational agencies with inequities in special education or exclusionary discipline are required to review local policies, practices, and procedures as potential drivers of disproportionality. Indeed, disparities manifest in both locally and through broad, historical narratives; solutions must thus address both local context and histories of…

Teachers' and practitioners' pedagogical practices also have legal professional responsibilities and regulations to adhere to under the Individuals with Disabilities Education Act. We understand the former as the policy master narrative that can reify inaccessibility in the classroom. We take a paradigmatic shift focusing on "storying"…