NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1214128
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-8398
EISSN: N/A
Situating My Positionality as a Black Woman with a Dis/Ability in the Provision of Equity-Focused Technical Assistance: A Personal Reflection
Skelton, Seena M.
International Journal of Qualitative Studies in Education (QSE), v32 n3 p225-242 2019
In this essay, I reflect on how an equity-focused technical assistance (TA) practitioner who holds intersectional minoritized social identities is in a unique position to introduce tensions in the TA activity system, disrupt marginalizing dominant narratives about difference, and affect educators' development of new ideas about the treatment of difference in schools. To start, I situate myself as the TA provider by focusing specifically on the socio-historical context in which I experienced public K-12 education as a Black, woman with a dis/ability. Next, I outline three reflections related to my experience with the treatment of difference during that time, particularly in terms of race and dis/ability; I consider how my personal history informs my current interactions within the provision of equity-focused TA. I identify three marginalizing impacts resulting from educators' treatment of my and other students' difference; and describe three strategic moves I employ to disrupt and mitigate these impacts. Additionally, I reflect on the question: How might my social identities, intersectional education history, and lived experiences serve as instruments that evoke tensions and affect interactions within the TA activity system?
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A