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Animating Discipline Disparities Through Debilitating Practices: Girls of Color and Inequitable Classroom Interactions


by Subini Annamma, Tamara Handy, Amanda L. Miller & Elizabeth Jackson - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 5, 2020, p. 1-46
https://www.tcrecord.org ID Number: 23280, Date Accessed: 10/26/2021 9:29:24 PM
 
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About the Author
  • Subini Annamma
    Stanford University
    SUBINI ANCY ANNAMMA, Ph.D., is an associate professor at Stanford University. Her research critically examines the mutually constitutive nature of racism and ableism, how they interlock with other marginalizing oppressions, and how these intersections impact education in urban schools and youth prisons. Dr. Annamma is a past Ford Postdoctoral Fellow, Critical Race Studies in Education Associate Emerging Scholar recipient, and AERA Division G Early Career Awardee. Her recent writing appears in Theory Into Practice, Review of Research in Education, and Teaching and Teacher Education. Dr. Annamma’s book, The Pedagogy of Pathologization: Dis/abled Girls of Color in the School-Prison Nexus (Routledge, 2018), focuses on the education trajectories of incarcerated disabled girls of color and has won the AESA Critic’s Choice Award and the NWSA Alison Piepmeier Book Prize.
  • Tamara Handy
    University of Kelania Sri Lanka
    E-mail Author
    TAMARA HANDY, Ph.D., is a visiting lecturer in the Department of Disability Studies, Ragama Medical Faculty, University of Kelania Sri Lanka. Her research interests include inclusive education and education in war-affected countries. Her recent writing appears in Learning Disabilities: A Contemporary Journal and Curriculum Inquiry.
  • Amanda Miller
    SUNY Cortland
    E-mail Author
    AMANDA L. MILLER, Ph.D., is an assistant professor in the Foundations and Social Advocacy Department at SUNY Cortland. Her scholarship focuses on how schooling mechanisms produce or disrupt academic and social opportunities for girls of color with intellectual and developmental disabilities. She also studies teacher preparation for culturally sustaining inclusive education and family–school–community partnerships with and for families from diverse backgrounds. Her recent writing appears in Race Ethnicity and Education and Inclusion.
  • Elizabeth Jackson
    University of Kansas
    E-mail Author
    ELIZABETH JACKSON is a doctoral candidate in special education at the University of Kansas. Her research focuses on the relationships between disability, race, gender, and mechanisms in school that propel and disrupt student entry to domestic minor sex trafficking. Her dissertation examines the ways that school special education staff may contribute to its disruption.
 
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