Material Type  

 학위논문

 

0017160888

Date and Time of Latest Transaction  

20250211151131

ISBN  

9798383223802

DDC  

371

Author  

Tov, Sarah Arvey.

Title/Author  

Cripping Culturally Sustaining Pedagogies: Celebrating Disability Identity, Community, and Culture in Schools.

Publish Info  

[S.l.] : University of Washington., 2024

Publish Info  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Material Info  

251 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

General Note  

Advisor: Lewis, Katherine.

학위논문주기  

Thesis (Ph.D.)--University of Washington, 2024.

Abstracts/Etc  

요약There is a broad disconnect between the beauty cultivated by disabled communities and the ways in which schools continue to position disability as a problem that resides in the individual student. To shift conceptions of disability in schools, there is a significant need to educate folks about disability history and pride, especially disabled students who are those most impacted by ableist educational institutions. In this study, I sought to design and implement a classroom curriculum that fostered authenticity, pride, and joy in disability identity, community, and culture in school. I drew upon academic and activist frameworks to conceptualize Cripping Culturally Sustaining Pedagogies (Cripping CSP), a multifaceted approach to uplift and sustain disability identity, community, and culture in school. Cripping CSP was used to design and implement a Disability Justice in Schools (DJS) unit with high school students who have a range of disability identities and classifications. The DJS unit was co-taught by two disabled educators and incorporated a variety of arts-based activities exploring disability identity, community, and culture in schools. Throughout the DJS unit, youth were invited to reflect on their personal experiences of disability and ableism in school, work in cross-disability collaborations, and co-create artwork that illustrated their dreams for realizing the principles of Disability Justice (Sins Invalid, 2019) in school contexts. Based on analysis of classroom observations, student-generated classwork and artwork, and optional student interviews, this dissertation demonstrated (1) how disabled youth made sense of their own disability identity alongside Disability Justice more broadly, (2) how disabled youth engaged in disability community by navigating cross-disability collaborations, and (3) how disabled youth embody and expand the framework of Cripping CSP. This study contributes to theoretical, methodological, and practical shifts in the ways that disabled ways of knowing and being are centered and celebrated schools and in educational research.

Subject Added Entry-Topical Term  

Special education.

Subject Added Entry-Topical Term  

Disability studies.

Subject Added Entry-Topical Term  

Curriculum development.

Subject Added Entry-Topical Term  

Pedagogy.

Index Term-Uncontrolled  

Culturally sustaining pedagogies

Index Term-Uncontrolled  

Curriculum design

Index Term-Uncontrolled  

Disability community

Index Term-Uncontrolled  

Disability culture

Index Term-Uncontrolled  

Disability identity

Added Entry-Corporate Name  

University of Washington Education

Host Item Entry  

Dissertations Abstracts International. 86-01A.

Electronic Location and Access  

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Control Number  

joongbu:654908