DisCrit Classroom Ecology: Using praxis to dismantle dysfunctional education ecologies. (July 2018)

• Record Type: Journal Article
• Authors: Annamma, Subini; Morrison, Deb
• Is Part Of: Teaching and teacher education. Volume 73(2018)
• Page Start: 70
• Page End: 80
• Publication Date: 2018-07
• Subjects: Critical race theory -- Disability critical race theory -- Critical race classroom pedagogy -- Culturally relevant pedagogy; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2018.03.008
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Using a critical conceptual analysis, we theorize a DisCrit Classroom Ecology to counter current dysfunctional education ecologies. We begin by exploring the lineage of Critical Race Theory, through both its intellectual forerunner Gift Theory and a more recent sibling, DisCrit. Next, we explore the three interrelated constructs of DisCrit Classroom Ecology; Pedagogy, Curriculum, and Solidarity, and the strand that animates them, DisCrit Resistance. Finally, we discuss the deep implications and transformative possibilities of using praxis to (re)organize classrooms through a DisCrit Classroom Ecology. Highlights: Education is a system of dysfunctional education landscapes for Students of Color. Framed in Disability Critical Race Theory, we conceptualized DisCrit Classroom Ecology. We explore the constructs of DisCrit Curriculum, Pedagogy, and Solidarity. Using praxis, each construct is animated through a DisCrit Resistance. Implications change the focus of the classroom and thus, pedagogical practice.