Identifying Dysfunctional Education Ecologies: A DisCrit Analysis of Bias in the Classroom

Autor/inn/en	Annamma, Subini; Morrison, Deb
Titel	Identifying Dysfunctional Education Ecologies: A DisCrit Analysis of Bias in the Classroom
Quelle	In: Equity & Excellence in Education, 51 (2018) 2, S.114-131 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2018.1496047
Schlagwörter	Disabilities; Critical Theory; Race; Classroom Communication; Racial Bias; Teaching Methods; Transformative Learning; Minority Group Students; Futures (of Society); Disadvantaged; Teacher Student Relationship; Elementary Secondary Education; Epistemology; Identification + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Kritische Theorie; Rasse; Abstammung; Klassengespräch; Racial discrimination; Rassismus; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Future; Society; Zukunft; Teacher student relationships; Lehrer-Schüler-Beziehung; Erkenntnistheorie; Identifikation; Identifizierung
Abstract	In this critical theoretical conceptualization situated in Disability Critical Race Theory (Annamma, Connor, & Ferri, 2013), we identify the current education system as a series of dysfunctional education ecologies. We next analyze how dysfunctional education ecologies are maintained through implicit bias, consider how these biases may impact classroom interactions, and reframe bias as dysconscious racism (King, 1991). Finally, we explore how school personnel can use transformative praxis (Freire, 1970) to actively dismantle these dysfunctional education ecologies through a shift in both their epistemological and axiological commitments to develop functional ecologies of learning by enacting a DisCrit Classroom Ecology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01