DisCrit solidarity as curriculum studies and transformative praxis. Issue 4 (8th August 2019)

• Record Type: Journal Article
• Authors: Annamma, Subini Ancy; Handy, Tamara
• Is Part Of: Curriculum inquiry. Volume 49:Issue 4(2019)
• Page Start: 442
• Page End: 463
• Publication Date: 2019-08-08
• Subjects: Critical theory -- curriculum studies -- socio-political conditions -- disability studies; Education -- Curricula -- Periodicals; 375.0005
• DOI: 10.1080/03626784.2019.1665456
• Languages: English
• ISSNs: 0362-6784

Abstract

Abstract: Classroom and behaviour management are often touted as ways to build relationships in the classroom. Yet conceptions of classroom and behaviour management often focus on controlling or eradicating student behaviour; these carceral logics limit the ways educators can build classroom relationships focused on love and respect. Moreover, classroom and behaviour management are often rooted in punitive, top–down approaches wherein practices are dictated to teachers and classroom contexts and the students within are ignored. To disrupt these carceral and technocratic logics imbued within classroom and behaviour management, we argue that integrating disability studies exceeds constraining and quarantining boundaries of curriculum, shifting to meta-curriculum. Using Disability Critical Race Theory (DisCrit), we explicitly conceptualize relationships built in the classroom as a necessary part of critical curriculum studies. We then apply Disability Justice principles to curriculum studies to produce DisCrit Solidarity. Finally, we explore the four convictions of DisCrit Solidarity which can reorganize pedagogic spaces for liberation. This intersectional approach to relationships in the classroom rejects managing behaviours, requires purposeful articulation and highlights resistance by educators and students, resulting in transformative praxis.