Date of Award
Fall 12-12-2021
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education: Curriculum and Teaching
First Advisor
Jody Polleck
Second Advisor
Jennifer Tuten
Third Advisor
David Connor
Academic Program Adviser
Marshall George
Abstract
Although the co-taught classroom is the fastest-growing inclusion model in U.S. public schools, an increasingly-diverse student population coupled with the continued overrepresentation of students of color in special education threatens to undermine its potential as an inclusive space that ensures success for all students. This multiphase, critical qualitative study explored how three pairs of co-teachers navigated race and dis/ability within co-taught classroom spaces serving students with multiple, intersecting identities. Informed by Disability Critical Race Theory (DisCrit), Critical Race Spatial Analysis, and the DisCrit Classroom Ecology framework, this study sought to examine how co-teachers’ own educational histories and beliefs about race and dis/ability impacted their instructional decision-making processes. Co-teachers’ varying levels of critical consciousness were examined through Education Journey Mapping (Annamma, 2018), semi-structured interviews, observations of co-teachers’ English Language Arts planning, and classroom observations. Findings demonstrated the need for praxis-oriented, intersectional frameworks and professional learning opportunities that support teachers in operationalizing critically-conscious and affirming curriculum and pedagogy.
Recommended Citation
Locke, Mallory A., "Race, Dis/ability, and the Potential of the Co-Taught Classroom: Exploring Co-Teachers' Interruptions of Inequity" (2021). CUNY Academic Works.
https://academicworks.cuny.edu/hc_sas_etds/783
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Leadership Commons