Show simple item record

dc.contributor.advisorKurth, Jennifer A
dc.contributor.advisorAnnamma, Subini A
dc.contributor.authorMiller, Amanda
dc.date.accessioned2021-02-27T21:55:14Z
dc.date.available2021-02-27T21:55:14Z
dc.date.issued2019-08-31
dc.date.submitted2019
dc.identifier.otherhttp://dissertations.umi.com/ku:16722
dc.identifier.urihttp://hdl.handle.net/1808/31530
dc.description.abstractGirls of color with intellectual and developmental disabilities (i.e., autism, cerebral palsy, deaf/blindness, intellectual disability, multiple disabilities) in middle school and high school in the United States are underrepresented in educational research (Erevelles & Minear, 2010; Sinclair et al., 2018). While research reveals some of the ways the educational trajectories of youth of color with intellectual and developmental disabilities are negatively impacted academically and socially, intersectional data often does not exist for disabled girls of color. This empirical project sought to expand current understandings of schooling mechanisms for disabled youth of color broadly by considering the unique intersectional (P. H. Collins, 1998; Crenshaw, 1989; Lorde, 1984) schooling trajectories of girls of color with intellectual and developmental disabilities. Grounded in Disability Critical Race Theory (Annamma et al., 2013) and sociocultural theory (Lave & Wenger, 1991; Rogoff, 2003; Vygotsky, 1978), I examined how schooling mechanisms were generated through materializations (e.g., processes that result in school geographies, classroom layouts, learning tools) and discursive practices (e.g., talk, texts, actions) for disabled girls of color from the girls’ perspectives. I employed a critical and participatory (Tuck & McKenzie, 2015) multiple case study design while engaging in iterative data collection and analysis (Bhattacharya, 2017). Six girls of color intellectual and developmental disabilities were focal participants and five teachers were secondary participants. Data sources included: student-generated photographs and maps, student interviews and focus groups, teacher interviews, and observations and recordings of learning and teaching in special education and general education classrooms. Findings from across-case narrative and critical discourse analysis demonstrated how exclusionary and inclusionary schooling mechanisms were generated through materializations and discursive practices. Girls of color with intellectual and developmental disabilities exposed how their access to the broader school geography was surveilled and restrictive and their perspectives were often not considered in classroom layout design. Moreover, learning tools were often withheld and girls had few opportunities to choose the writing tools they liked best or engage meaningful with electronic devices. Critical discourse analysis revealed that despite the prevalence of teacher-led discourse, girls of color with intellectual and developmental disabilities initiated turn sequences with their teachers through talk and actions. While many initiations were taken up, 40% were missed and overall, teachers overlooked opportunities to cultivate deeper knowledge. Disabled girls of color also repositioned (Davies & Harré, 1990) in response to marginalization through self-governed alternatives, choices different from teacher suggestions despite having few choice making opportunities at school. Finally, materializations, discursive practices, and social and spatial practices intermingled to constrain focal participants’ access to texts and accessible communication technologies. This study adds to the current literature with an intentional focus on the strengths, gifts, and solutions (Annamma & Morrison, 2018a; hooks, 2000, 2015) of disabled girls of color and their families. Ultimately, the focal participants illuminated the necessity to center girls of color with intellectual and developmental disabilities as valuable partners in pedagogy and scholarship.
dc.format.extent389 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectEducation
dc.subjectDisability studies
dc.subjectSpecial education
dc.subjectCritical discourse analysis
dc.subjectDisability Critical Race Theory (DisCrit)
dc.subjectGirls of color
dc.subjectIntellectual and developmental disabilities
dc.subjectPhotovoice
dc.subjectQualitative inquiry
dc.titleGirls of Color with Intellectual and Developmental Disabilities Reinventing Education Through an Intersectional Photographic Lens
dc.typeDissertation
dc.contributor.cmtememberSkrtic, Thomas M
dc.contributor.cmtememberDwyer, Arienne M
dc.contributor.cmtememberBeneke, Margaret R
dc.thesis.degreeDisciplineSpecial Education
dc.thesis.degreeLevelPh.D.
dc.identifier.orcidhttps://orcid.org/0000-0002-5342-0717en_US
dc.rights.accessrightsopenAccess


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record