Teacher influences in the racialization of disabilities

Adai Tefera, Kathleen King Thorius, Alfredo Artiles

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Citations (Scopus)

Abstract

The disproportionate representation of racial minorities in special education, particularly in urban schools, 1 is an enduring educational equity problem in the United States and beyond (Artiles, Kozleski, & Waitoller, 2011). 2 The problem is multilayered and defies linear and univariate explanations. Nevertheless, teacher influences have been recurrently mentioned in this work. We provide in this chapter a critical sociocultural and sociopolitical perspective regarding teacher influences in the racialization of disabilities. We critique how teacher influences have been studied in this literature and broaden the analysis to include considerations of teacher quality, particularly within the context of current education policy and teacher learning. Although teacher quality has been identified as an influence in the educational failure of racial minority students and current teacher evaluation systems are being implemented to improve quality, we argue that narrow definitions of what constitutes a highly qualified or effective teacher disregards the role of structural inequalities, and insufficiently emphasizes teachers’ preparation to engage with learners from diverse backgrounds, including students of color, students with disabilities, English learners, and those students who are at the intersection of multiple labels. This is particularly evident in urban schools, and thus, research on the racialization of disability cannot afford to ignore these forces.

Original languageEnglish (US)
Title of host publicationHandbook of Urban Education
PublisherTaylor and Francis
Pages256-270
Number of pages15
ISBN (Electronic)9781136206016
ISBN (Print)9780415634762
DOIs
StatePublished - Jan 1 2013

Fingerprint

disability
teacher
student
minority
special education
school
equity
evaluation
learning
education

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Tefera, A., Thorius, K. K., & Artiles, A. (2013). Teacher influences in the racialization of disabilities. In Handbook of Urban Education (pp. 256-270). Taylor and Francis. https://doi.org/10.4324/9780203094280

Teacher influences in the racialization of disabilities. / Tefera, Adai; Thorius, Kathleen King; Artiles, Alfredo.

Handbook of Urban Education. Taylor and Francis, 2013. p. 256-270.

Research output: Chapter in Book/Report/Conference proceedingChapter

Tefera, A, Thorius, KK & Artiles, A 2013, Teacher influences in the racialization of disabilities. in Handbook of Urban Education. Taylor and Francis, pp. 256-270. https://doi.org/10.4324/9780203094280
Tefera A, Thorius KK, Artiles A. Teacher influences in the racialization of disabilities. In Handbook of Urban Education. Taylor and Francis. 2013. p. 256-270 https://doi.org/10.4324/9780203094280
Tefera, Adai ; Thorius, Kathleen King ; Artiles, Alfredo. / Teacher influences in the racialization of disabilities. Handbook of Urban Education. Taylor and Francis, 2013. pp. 256-270
@inbook{df977e8a2c7549b78baab15b065aaf2d,
title = "Teacher influences in the racialization of disabilities",
abstract = "The disproportionate representation of racial minorities in special education, particularly in urban schools, 1 is an enduring educational equity problem in the United States and beyond (Artiles, Kozleski, & Waitoller, 2011). 2 The problem is multilayered and defies linear and univariate explanations. Nevertheless, teacher influences have been recurrently mentioned in this work. We provide in this chapter a critical sociocultural and sociopolitical perspective regarding teacher influences in the racialization of disabilities. We critique how teacher influences have been studied in this literature and broaden the analysis to include considerations of teacher quality, particularly within the context of current education policy and teacher learning. Although teacher quality has been identified as an influence in the educational failure of racial minority students and current teacher evaluation systems are being implemented to improve quality, we argue that narrow definitions of what constitutes a highly qualified or effective teacher disregards the role of structural inequalities, and insufficiently emphasizes teachers’ preparation to engage with learners from diverse backgrounds, including students of color, students with disabilities, English learners, and those students who are at the intersection of multiple labels. This is particularly evident in urban schools, and thus, research on the racialization of disability cannot afford to ignore these forces.",
author = "Adai Tefera and Thorius, {Kathleen King} and Alfredo Artiles",
year = "2013",
month = "1",
day = "1",
doi = "10.4324/9780203094280",
language = "English (US)",
isbn = "9780415634762",
pages = "256--270",
booktitle = "Handbook of Urban Education",
publisher = "Taylor and Francis",

}

TY - CHAP

T1 - Teacher influences in the racialization of disabilities

AU - Tefera, Adai

AU - Thorius, Kathleen King

AU - Artiles, Alfredo

PY - 2013/1/1

Y1 - 2013/1/1

N2 - The disproportionate representation of racial minorities in special education, particularly in urban schools, 1 is an enduring educational equity problem in the United States and beyond (Artiles, Kozleski, & Waitoller, 2011). 2 The problem is multilayered and defies linear and univariate explanations. Nevertheless, teacher influences have been recurrently mentioned in this work. We provide in this chapter a critical sociocultural and sociopolitical perspective regarding teacher influences in the racialization of disabilities. We critique how teacher influences have been studied in this literature and broaden the analysis to include considerations of teacher quality, particularly within the context of current education policy and teacher learning. Although teacher quality has been identified as an influence in the educational failure of racial minority students and current teacher evaluation systems are being implemented to improve quality, we argue that narrow definitions of what constitutes a highly qualified or effective teacher disregards the role of structural inequalities, and insufficiently emphasizes teachers’ preparation to engage with learners from diverse backgrounds, including students of color, students with disabilities, English learners, and those students who are at the intersection of multiple labels. This is particularly evident in urban schools, and thus, research on the racialization of disability cannot afford to ignore these forces.

AB - The disproportionate representation of racial minorities in special education, particularly in urban schools, 1 is an enduring educational equity problem in the United States and beyond (Artiles, Kozleski, & Waitoller, 2011). 2 The problem is multilayered and defies linear and univariate explanations. Nevertheless, teacher influences have been recurrently mentioned in this work. We provide in this chapter a critical sociocultural and sociopolitical perspective regarding teacher influences in the racialization of disabilities. We critique how teacher influences have been studied in this literature and broaden the analysis to include considerations of teacher quality, particularly within the context of current education policy and teacher learning. Although teacher quality has been identified as an influence in the educational failure of racial minority students and current teacher evaluation systems are being implemented to improve quality, we argue that narrow definitions of what constitutes a highly qualified or effective teacher disregards the role of structural inequalities, and insufficiently emphasizes teachers’ preparation to engage with learners from diverse backgrounds, including students of color, students with disabilities, English learners, and those students who are at the intersection of multiple labels. This is particularly evident in urban schools, and thus, research on the racialization of disability cannot afford to ignore these forces.

UR - http://www.scopus.com/inward/record.url?scp=85064360157&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85064360157&partnerID=8YFLogxK

U2 - 10.4324/9780203094280

DO - 10.4324/9780203094280

M3 - Chapter

SN - 9780415634762

SP - 256

EP - 270

BT - Handbook of Urban Education

PB - Taylor and Francis

ER -