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Unessentializing the Essential: Negotiating Meaning with Black Boys Labeled Dis/abled
Proffitt, William Anthony
Proffitt, William Anthony
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Abstract
This study aimed to understand how the identities of a group of nine Black boys labeled dis/abled mattered in the context of their schooling experiences. I used DisCrit, Waitoller and Kozleski’s (2013) notion of inclusive education, and CHAT in tandem to design the study and analyze what was said and done within it. With help from the participants, I developed a learning space—a community of practice—that I imagined would help the boys and I think about and discuss deeply the boys’ identities in the context of their schooling. Three themes emerged reflecting the dominant activity and issues that engaged the boys: (1) Identity, (2) Learning, and (3) Critical Relationships. Together, these themes revealed the boys were competent, capable, and resourceful people who brought many assets into our learning community.
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2022-01-01
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University of Kansas
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This item contains archived web content.
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Proffitt_ku_0099D_18627_DATA_1.pdf
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- Embargoed until 2172-05-31
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Keywords
Special education, Black studies, Education, Black boys, disability, gender, inclusive education, race, special education