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A Transgender Studies Approach for Educators in Schools: Reflections on "Cissexist Pitfalls," Bifurcated Frameworks, and Racial Justice
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Martino, Wayne – Teachers College Record, 2022
Background/Context: Trans studies provides onto-epistemological, theoretical, ethical, and political frameworks that have a particular application for studies in education, and specifically for educators in schools, that remains largely unexplored or unelaborated. Within a context of resurgent right-wing extremism that fuels anti-trans and white…
Descriptors: Sexual Identity, Intervention, Social Bias, Social Justice
Teachers' Insights on Cultivating Inclusive Education for Students with Complex Support Needs
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Mary Curran Mansouri; Amanda L. Miller; Jennifer A. Kurth; Lindsay Ruhter; Courtney L. Wilt; Samantha Gross Toews; Mary E. Morningstar – Teachers College Record, 2024
Background/Context: This qualitative study investigates teachers' perspectives on providing inclusive services for students with complex support needs. Using a Disability Studies in Education (DSE) framework, the research focuses on understanding the challenges and strategies associated with promoting inclusive education, with attention to issues…
Descriptors: Inclusion, Teacher Attitudes, Students with Disabilities, Special Needs Students
"Good Teaching" and "Good Teachers" for Whom?: Critically Troubling Standardized and Corporatized Notions of Quality in Teacher Education
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Souto-Manning, Mariana – Teachers College Record, 2019
Background: Historically and contemporarily, dominant conceptualizations of quality teaching are and have been rooted in notions of the cultural deficiency and inferiority of intersectionally minoritized populations. Such conceptualizations of quality teaching have kept and continue to keep racial, cultural, and linguistic injustices in place.…
Descriptors: Teacher Education, Early Childhood Teachers, Minority Group Teachers, Teacher Effectiveness
Examining Competing Notions of Social Justice at the Intersections of High-Stakes Testing Practices and Parents' Rights: An Inclusive Education Perspective
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Waitoller, Federico R.; Pazey, Barbara L. – Teachers College Record, 2016
In this chapter, we examine tensions that can materialize at the intersection of high-stakes accountability assessments and the rights of parents of students with dis/abilities. We bring to the surface and analyze the competing notions of social justice that have fueled the implementation of both high-stakes testing and the inclusion of students…
Descriptors: Social Justice, High Stakes Tests, Accountability, Parent Rights
[Re]Conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence Be Utilized to Achieve Inclusion and Equity for African American Students?
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Zion, Shelley D.; Blanchett, Wanda – Teachers College Record, 2011
Background/Context: Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between…
Descriptors: Social Justice, African American Students, Critical Theory, Social Class