This article explores the laws and legislation pertaining to historically Black colleges and universities using Derrick Bell’s notion of interest convergence—the idea that most Whites will only accommodate the interests of Blacks in achieving racial equality when it is in the best interest of middle- and upper-class Whites.
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Student teachers in a teacher credential program featuring teacher inquiry evidenced many indicators of attention to the needs of culturally and linguistically diverse students in their inquiry products and processes.
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This study finds a larger stock of unrealized academic potential among African American high school seniors than their White counterparts. The results show that teachers and schools play important roles in this racial gap in the realization of academic potential.
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This study examines the perspectives of 8 exemplary African American elementary teachers toward science homework.
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This article examines students’ sense of belonging in secondary schools offering different tracks and the role played by the faculty’s trust in the students.
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This article begins with one student teacher’s recounted example of classroom practice and then draws on cultural historical activity theory to consider how teacher educators might have better supported this student teacher, thereby enhancing her own and her students’ learning.
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Having brought together scholars to consider inclusive education within both their own and others’ disciplines, research perspectives, and agendas, the authors reflect on what these contributions say—individually and collectively—about inclusive education. Furthermore, they critically consider what all of this says to and means for educational scholarship, schooling, and society at large. In this final piece to the special issue, the authors foreground ways that interdisciplinary conversations among critical scholars can serve as powerful arenas in which to forge alliance-building across disciplines.
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Ferri asserts that contemporary disability life writing can unravel the myth of normalcy that undergirds many of the exclusionary practices in education. Autobiography requires a particular set of critical reading practices to fully illuminate myriad ways these texts can serve as important and politically grounded counternarratives to the dominant discourse.
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Ahram, Fergus, and Noguera explore how the social construct of the “normal child” is racialized through the special education processes of referral and classification, and subsequently produces disproportional representation of minority students in special education. Their analysis suggests a convergence of two distinctly problematic processes: (1) the development of racialized assumptions of cultural deficit on the part of education professionals that result in erroneous conceptualizations of disability and (2) the subsequent labeling of students in special education through a pseudoscientific placement process.
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Leonardo and Broderick elect, as a scholar of whiteness studies and a scholar of disability studies, respectively, to construct a piece that aims to critique “smartness” as an ideological system, with very real and differential materialist impact on students’ lives by operating as cultural “property” in schools. They engage in this critique simultaneously and collaboratively from the perspectives of critical race theory and from a disability studies in education perspective, critically exploring and asserting throughout the theoretical limitations and shortfalls inherent in exploring the issue from either perspective alone.
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Zion and Blanchett assert that the inclusive education movement in America has never had the potential to be truly inclusive, given the movement’s lack of attention to the intersection of ability/disability with issues of race, class, and privilege. Examining the overrepresentation of students of color in special education (segregated placements, in particular) within the historical context of public schooling in America, the authors contend that social justice, critical race theory, and interest convergence are powerful tools with which to [re]conceptualize a truly inclusive education movement in America.
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Erevelles draws simultaneously on the theoretical tools of both disability studies and queer theory, exploring ways in which both heterosexist and ableist ideologies operate (often overlapping and intersecting) as discourses of exclusion in schools. She argues that the regressive rhetoric of inclusion currently in vogue does little to critique how “Other” students, not just students with recognizable disabilities, are excluded by the normative discourses of schooling. Furthermore, Erevelles argues that for inclusive education to reclaim its transformative imperative, it would have to reimagine its original intent of (re)claiming disability by producing a refreshing new script that explores the radical possibilities of “coming out crip.”
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Baglieri, Bejoian, Broderick, Connor, and Valle assert that imagining schools as places where children can find belonging and community conjures values and ideas with which few would argue, wherein democracy is posed as the political ideal of our culture. Within the context of this broad cultural and political discourse on schooling, the authors argue that the [re]claiming of inclusive education provides a heuristic concept and political agenda around which many strands of critical educational reform can cohere. At the center of this critique is the myth of the normal child—an idea of interest to scholars in the fields of disability studies in education, and disability studies more broadly, and an idea the authors seek to explore with critical scholars engaged in allied work seeking to contest, resist, and mitigate educational inequities. The authors contend that the commonality among a wide variety of ideologies of difference is rife with underexplored promise for allied work in inclusive education reform.
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This article introduces the special issue, Disability Studies in Education.
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This article addresses ongoing political and epistemological tensions within the field of curriculum studies through the development of a conceptual framework the author calls “curricular standpoint,” a framework that itself is an extension critical of feminists’ standpoint theory.
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This study demonstrates the role of positive intergroup relations with peers and teachers in enabling students, especially minority students, to stay on in school.
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In this study, social exchange frameworks are used to frame and explore the influence of mentoring and student interaction on Black faculty productivity. Findings indicate that in addition to considering frequency of student interaction, understanding the structure of the mentoring relationships that faculty form can improve understanding of faculty outcomes.
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The core hypotheses and presumptions of modern research on racial difference are not new, but spring from a two-century-old program of research that has sought to demonstrate racial differences in socially valued traits.
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This article presents an analysis of Black male teachers’ perspectives on workplace gender politics with women colleagues and administrators. The findings shared in this article point to several important considerations for teacher education programs and urban school districts that are interested in supporting Black male teachers’ negotiations of gendered power dynamics in the teaching profession.
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This article focuses on the lived experiences of middle-class African American male students attending affluent White suburban schools. The findings reveal that although these young Black males were confronted with disillusionment and conscious and dysconscious racism on the part of students and school staff, they were nevertheless resilient and resolute in their determination for academic and athletic success.
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The article introduces the concept of identity literacy—readers’ proficiency and willingness to engage the meaning systems embedded within texts and to consider adopting them as part of their own personal meaning system. The article describes a study of teachers implicitly guided by the goal of teaching students to read texts in this manner.
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This paper presents survey results from rural U.S. teacher education programs regarding the National Council for Accreditation of Teacher Education diversity standard. Results illustrate the struggles programs experience given their institutional, demographic, and cultural specificities, and reflect rural teacher educators’ emphasis on socioeconomic status and exceptionalities as priorities for teacher preparation.
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This article introduces two-dimensional video-based animations of fictional classroom interactions as a new kind of video image for representing classrooms. The authors suggest that this addition to the existing repertoire for representing practice can support conversations about tactical and strategic dimensions of the work of teaching in ways that overcome some of the limitations of usual video footage.
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This article analyzes why half the states that have adopted performance funding for higher education later abandoned such funding. The analysis is based on case studies of three states that abandoned performance funding in whole or in part (Missouri, Washington, and Florida) and one that has maintained it for more than 30 years (Tennessee).
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This research identifies strategies that principals in high-, middle- and low-financial resource Catholic, independent, and public schools use to foster school climates that promote teacher learning and development.
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