Será que a escolha da escola ou política de desespero? Pais de estudantes afro americanos e latinx com doença / habilidades que escolher escolas em Chicago

In this paper, we focus on the city of Chicago to examine how Black and Latinx parents of students with dis/abilities engage with school choice. Using analytical tools from grounded theory (Strauss Corbin, 1990) and a theoretical lens informed by critical notions of space, race and dis/ability, we analyze interviews with parents of students with dis/abilities, field notes, and various artifacts from charter schools (e.g., student handbooks and websites). We found that parents engaged with the politics of desperation (Stovall, 2013): an assemblage of thoughts and rationales to make school decisions amid poor and ableist educational options for Black and Latinx students with dis/abilities. We found that the neoliberal restructuring of urban education space was a driving force shaping parents’ engagement with the politics of desperation. Thus, our study sheds light on the relationship between race, dis/ability, and urban spatial restructuring.  En este artículo, nos centramos en la ciudad de Chicago para examinar cómo los padres de estudiantes afroamericanos y latinos con dis/capacidades seleccionan escuelas. Utilizando herramientas de análisis de teoría fundamentada  (Strauss Corbin, 1990) y un lente teórico informado por ideas críticas de espacio, raza y dis/capacidad, analizamos entrevistas con los padres de estudiantes con dis/capacidades, notas de campo y varios artefactos de escuelas (por ejemplo, manuales del estudiante y sitios de internet). Encontramos que los padres basaron sus elecciones escolares en la política de la desesperación (Stovall, 2013): un conjunto de pensamientos y racionales para tomar decisiones escolares en el medio de opciones educativas de pobre calidad y capacitistas. Encontramos que la reestructuración neoliberal del espacio urbano fue una fuerza impulsora que influenció como los padres vivieron la política de la desesperación. Por lo tanto, nuestro estudio ilumina la relación entre raza, dis/capacidad y la reestructuración del espacio urbano.Neste artigo, vamos nos concentrar na cidade de Chicago para examinar como pais de estudantes afro americanos e latinx com doença / habilidades selecionados escolas. Usando ferramentas de análise de teoria fundamentada (Strauss Corbin, 1990) e uma lente teórica informado por idéias críticas de espaço, raça e dis / capacidade, analisou entrevistas com pais de alunos com doença / habilidades, notas de campo e vários artefatos escolas (por exemplo, manuais de estudante e sites). Descobrimos que os pais comprometidos com a política do desespero (Stovall de 2013): um conjunto de pensamentos e racional da escola através inepto e capacitistas opções educacionais para Africano-americanos e estudantes latinx com doença / habilidades de tomada de decisão. Descobrimos que a reestruturação neoliberal da educação espaço urbano era uma força motriz moldar o envolvimento dos pais com a política de desespero. Portanto, nosso estudo lança luz sobre a relação entre raça, dis / capacidade e reestruturação espacial urbana

No Stone Left Unturned: Exploring the Convergence of New Capitalism in Inclusive Education in the U.S.

This paper examines how inclusive education reform is appropriated when New Capitalism work practices dominate the discourse of school improvement in an urban school. Weasked how New Capitalism mediates the formation of a professional vision for inclusive education.Using analytical tools from Critical Discourse Analysis (CDA), we analyzed school, district, and university documents and artifacts, interviews, field observations gathered by site professors, videos of teachers’ classroom practices, and video-stimulated interviews. The findings demonstrate how New Capitalism shaped a professional vision (Goodwin, 1994) for inclusive education through the deployment of certain technologies such as performativity and its graphic displays of quality and auditing practices. Performativity shaped relationships among school personnel and their understanding of their work, inclusive education, and students from ethnic minorities struggling to learn. Our discussion of the findings and our recommendations are guided by an inclusive education agenda that addresses issues of misdistribution, misrecognition, and misrepresentation

Nenhuma Pedra sem Examinar: Explorando a Convergência do Novo Capitalismo e a Educação Inclusiva em os EUA

This paper examines how inclusive education reform is appropriated when New Capitalism work practices dominate the discourse of school improvement in an urban school. We asked how New Capitalism mediates the formation of a professional vision for inclusive education. Using analytical tools from Critical Discourse Analysis (CDA), we analyzed school, district, and university documents and artifacts, interviews, field observations gathered by site professors, videos of teachers’ classroom practices, and video-stimulated interviews. The findings demonstrate how New Capitalism shaped a professional vision (Goodwin, 1994) for inclusive education through the deployment of certain technologies such as performativity and its graphic displays of quality and auditing practices. Performativity shaped relationships among school personnel and their understanding of their work, inclusive education, and students from ethnic minorities struggling to learn. Our discussion of the findings and our recommendations are guided by an inclusive education agenda that addresses issues of misdistribution, misrecognition, and misrepresentation.Este artículo examina cómo la educación inclusiva es apropiada en una escuela urbana donde prácticas laborales del Nuevo Capitalismo dominan el discurso escolar. Nos preguntamos cómo el nuevo capitalismo media la formación de una visión profesional de la educación inclusiva. Usando Análisis Crítico del Discurso (CDA), analizamos documentos escolares, distritales y producidos en universidades, entrevistas, observaciones de campo, vídeos de prácticas de enseñanza, y entrevistas estimuladas por videos. Nuestro análisis inidica que las prácticas laborales del Nuevo Capitalismo forma una visión profesional (Goodwin, 1994) para la educación inclusiva a través de la implementación de ciertas tecnologías de performatividad y sus representaciones de calidad educacional y prácticas de auditoría. La performatividad moldeó las relaciones entre el personal de la escuela y la comprensión de su trabajo, la educación inclusiva, y estudiantes pertenecientes a minorías étnicas. Nuestra discusión de los resultados y nuestras recomendaciones son guiadas por un programa de educación inclusiva que atiende problemas de distribución de recursos escolares que es injusta, la falta de reconocimiento de ciertos capitales culturales, y la poca oportunidad que tienen las familias para representarse en decisiones escolares.Este artigo analisa a forma como a educação inclusiva é apropriado em uma escola urbana, onde as práticas de trabalho do Novo Capitalismo dominam o discurso escolar. A pergunta da pesquisa e como o as praticas laborais do Novo Capitalismo mediam formação de uma visão profissional da educação inclusiva. Utilizando Análise Crítica do Discurso (CDA), foram analisados registros escolares, distritais e produzidos nas universidades, entrevistas, observações de campo vídeos, de práticas de ensino e entrevistas estimuladas por vídeos. Nossa análise inidica que as práticas de trabalho do Novo Capitalismo configuram uma visão profissional (Goodwin, 1994) para a educação inclusiva, através da implementação de certas tecnologias de performatividade e suas representações de qualidade e auditoria práticas educativas. A performatividade forma as relações entre os funcionários da escola e compreensão do seu trabalho, a educação inclusiva, e sobre os alunos de minorias étnicas. Nossa discussão sobre os resultados e as nossas recomendações são guiados por um programa de educação inclusiva, que atenda os problemas de distribuição de recursos escolares que é injusto, a falta de reconhecimento de alguns capitais culturales, e das escassas oportunidades para que as famílias sejam representadas nas decisões escolares

Una inclusión selectiva: el caso de las enfermedades raras

La Educación Inclusiva ha inundado el discurso educativo de las últimas décadas. Esta realidad ha venido impulsada por diferentes hitos inicialmente originados por reclamos sociales en defensa del reconocimiento de colectivos históricamente excluidos, y trasladándose a compromisos internacionales como la Declaración de Salamanca de 1994 o la Agenda 2030, y reformas legislativas en diferentes planos nacionales. A pesar de estas iniciativas, la educación inclusiva se ha transformado en una educación selectiva, dejando de lado al alumnado con necesidades sociosanitarias educativas más significativas. Desde esta postura crítica y utilizando una concepción interseccional de la educación inclusiva, este artículo trata de iluminar horizontes en la respuesta educativa a un colectivo desconocido e invisibilizado del que apenas existe literatura en el ámbito educativo: el alumnado con Enfermedades Raras (EERR). El ensayo se enfoca en los pilares que sostienen las estructuras capacitistas del aula ordinaria y que contribuyen a la exclusión de este colectivo: las políticas educativas, la configuración del aula ordinaria, las prácticas educativas y la formación docente. Se concluye con algunas recomendaciones para fomentar la inclusión del alumnado con EERR

Towards an inclusive intersectional education: The case of African-American and Latino students with disabilities in Chicago

El propósito del artículo es examinar los procesos de inclusión y exclusión para los estudiantes que viven formas interseccionales de exclusión. El documento se basará en una teoría crítica del espacio y el desarrollo urbano y en las teorías críticas de la discapacidad y raza para analizar las experiencias de estudiantes afroamericanos y latinos con discapacidades con reformas neoliberales en el distrito escolar de la Ciudad de Chicago. Si bien estas reformas educacionales han prometido ampliar las opciones educativas de calidad para las familias que de otra manera serían asignadas a escuelas de bajo rendimiento, también han generado nuevas formas de exclusión que afectan de manera única a los estudiantes afroamericanos y latinos con discapacidades. Nombrando esta paradoja de inclusión/ exclusión como inclusionismo neoliberal, argumento a favor de una educación inclusiva interseccional.The purpose of the article is to examine processes of inclusion and exclusion for students who experience intersecting forms of exclusion. The paper will draw from a critical theory of space and urban development and critical theories of disability and race to analyze the experiences of Black and Latino students with disabilities with neoliberal approaches to deliver public education in the City of Chicago. Though these reforms in education have promised to expand quality educational options to families otherwise assigned to underperforming schools, they have also generated new forms of educational exclusion that uniquely affect Black and Latino students with disabilities. Naming this inclusion/exclusion paradox neoliberal inclusionism, I make a case for an intersectional inclusive education

Selective inclusion: the case of rare diseases

La Educación Inclusiva ha inundado el discurso educativo de las últimas décadas. Esta realidad ha venido impulsada por diferentes hitos inicialmente originados por reclamos sociales en defensa del reconocimiento de colectivos históricamente excluidos, y trasladándose a compromisos internacionales como la Declaración de Salamanca de 1994 o la Agenda 2030, y reformas legislativas en diferentes planos nacionales. A pesar de estas iniciativas, la educación inclusiva se ha transformado en una educación selectiva, dejando de lado al alumnado con necesidades sociosanitarias educativas más significativas. Desde esta postura crítica y utilizando una concepción interseccional de la educación inclusiva, este artículo trata de iluminar horizontes en la respuesta educativa a un colectivo desconocido e invisibilizado del que apenas existe literatura en el ámbito educativo: el alumnado con Enfermedades Raras (EERR). El ensayo se enfoca en los pilares que sostienen las estructuras capacitistas del aula ordinaria y que contribuyen a la exclusión de este colectivo: las políticas educativas, la configuración del aula ordinaria, las prácticas educativas y la formación docente. Se concluye con algunas recomendaciones para fomentar la inclusión del alumnado con EERR.Inclusive education has flooded the educational discourse in recent decades. This reality has been driven by different milestones, initially originating from social demands in defence of the recognition of historically excluded groups. Inclusive education has also gained relevance in international agreements such as the Salamanca Declaration of 1994 or the 2030 Agenda, and in legislative reforms at different national levels. Despite these initiatives, inclusive education has been transformed into selective education, leaving aside students with the most significant sociosanitary educational needs. From this critical stance and using an intersectional conception of inclusive education, this article seeks to shed light on the educational response to an unknown and invisible group for which there is hardly any literature in the field of education: students with Rare Diseases (RD). More specifically, this study focuses on the pillars that support the structures of regular clas-sroom and that contribute to the exclusion of the group of students under analysis: educational policies, the configuration of regular classrooms, educational practices and teacher training. We conclude with some recommendations for promoting the inclusion of learners with RD.L’éducation inclusive a envahi le discours éducatif au cours des dernières décennies. Cette réalité a été portée par différents jalons, provenant initialement de revendications sociales pour la défense de la reconnaissance des groupes historiquement exclus, et pas-sant par des engagements internationaux tels que la Déclaration de Salamanque de 1994 ou l’Agenda 2030, et des réformes législatives à différents niveaux nationaux. Malgré ces initiatives, l’éducation inclusive s’est transformée en éducation sélective, laissant de côté les étudiants ayant les besoins éducatifs socio-sanitaires les plus importants. À partir de cette position critique, et en utilisant une conception intersectionnelle de l’éducation in-clusive, cet article cherche à mettre en lumière la réponse éducative à un groupe inconnu et invisible pour lequel il n’existe pratiquement pas de littérature dans le domaine de l’éducation : les étudiants atteints de maladies rares (MR). L’essai se concentre sur les pi-liers qui soutiennent les structures habilitantes de la classe ordinaire et qui contribuent à l’exclusion de ce groupe: les politiques éducatives, la configuration de la classe ordinaire, les pratiques éducatives et la formation des enseignants. Nous conclurons par quelques recommandations visant à promouvoir l’inclusion des apprenants atteints de MR

Disability, Race, and the Geography of School Choice: Toward an Intersectional Analytical Framework

School choice research has provided some initial understandings of how parents choose schools. Parents’ school options are bounded to differentiated choice sets—the menu of school options that parents construct when making school selections. The geographical location where families live and schools are located and families’ race and class differences appear to play a role shaping the constriction of choice sets. In this article, we describe a theoretical framework to address two limitations of research on school choice sets: limited attention to students with disabilities and dichotomization of space and place. We advance a framework that fuses critical notions of space with critical notions of disability and race. This framework allows theorizing on how the construction of school choice sets is shaped by structural and individual factors related to the interactions of students’ race and disability and geographical location

Working in Boundary Practices: Identity Development and Learning In Partnerships for Inclusive Education

There has been an increasing trend to promote partnerships for inclusive education that share responsibility for teachers’ and students’ learning. Yet, the complexities of collaborating across institutions and professions as well as the identity work that goes with it has been under theorized in inclusive education partnerships. Drawing from Cultural Historical Activity Theory (CHAT) and the literature on boundary practices, this paper advances theoretical tools to examine and further understand the work of inclusive education partnerships. We conceptualize partnerships as a fertile ground for learning and identity development as professionals work across institutional boundaries and face tensions and contradictions created by the overlap of different communities of practice and their respective policies and mediating tools. We illustrate theory with examples from our own work in a professional learning school for inclusive education and provide recommendations for teacher learning in teacher education programs

Professional inquiry for inclusive education: Learning across and within institutional and professional boundaries.

We examined how an inquiry group composed of a university professor, 3 doctoral students, and a grade-level team of 7th- and 8th-grade teachers negotiated their collaborative work. This effort resulted in the development of a 2-week unit that tapped into students’ out-of-school knowledge. Our research question asked how learning occurs within a boundary practice formed by university and middle school participants. We used analytical tools from Grounded Theory to analyze videos of meetings between university and school personnel, field notes, and meeting artifacts. Participants engaged in a dance in which boundaries among institutions and professions were sustained and challenged. The inquiry project became an open-ended learning zone in which all participants sought and gave support in joint action, expanding the mutual understandings of the object of their work. We recommend developing relational agency (Edwards, 2007) to engage in inquiry projects for inclusive education

Teacher Learning as Curating Becoming Inclusive Educators in School/University Partnerships

The purpose of the study was to answer the following questions: (a) What contradictions emerge in the context of a school/university partnership for inclusive education? And (b) How do resident teachers resolve these contradictions as they learned to be inclusive education teachers? Contradictions emerged as teacher residents were required to use in their classrooms pedagogical artifacts taught in the masters’ program that were in conflict with the school district's curricular policies and mandated practices. We use the notion of curating to explain how resident teachers resolved contradictions in situated practice. We provide recommendations for research and teacher learning efforts for inclusive education