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ERIC Number: ED636196
Record Type: Non-Journal
Publication Date: 2021
Pages: 151
Abstractor: As Provided
ISBN: 979-8-3797-9374-6
ISSN: N/A
EISSN: N/A
Available Date: N/A
Race, Dis/Ability, and the Potential of the Co-Taught Classroom: Exploring Co-Teachers' Interruptions of Inequity
Locke, Mallory
ProQuest LLC, Ed.D. Dissertation, City University of New York Hunter College
Although the co-taught classroom is the fastest-growing inclusion model in U.S. public schools, an increasingly-diverse student population coupled with the continued overrepresentation of students of color in special education threatens to undermine its potential as an inclusive space that ensures success for all students. This multiphase, critical qualitative study explored how three pairs of co-teachers navigated race and dis/ability within co-taught classroom spaces serving students with multiple, intersecting identities. Informed by Disability Critical Race Theory (DisCrit), Critical Race Spatial Analysis, and the DisCrit Classroom Ecology framework, this study sought to examine how co-teachers' own educational histories and beliefs about race and dis/ability impacted their instructional decision-making processes. Co-teachers' varying levels of critical consciousness were examined through Education Journey Mapping (Annamma, 2018), semi-structured interviews, observations of co-teachers' English Language Arts planning, and classroom observations. Findings demonstrated the need for praxis-oriented, intersectional frameworks and professional learning opportunities that support teachers in operationalizing critically-conscious and affirming curriculum and pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A