Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Executive Summary

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

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

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
Purchase this Article
Purchase Animating Discipline Disparities Through Debilitating Practices: Girls of Color and Inequitable Classroom Interactions
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

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
Article Tools
Related Articles
There are no related articles to display

Related Discussion
Post a Comment | Read All

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.
Member Center
In Print
This Month's Issue