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Direct linkBeneke, Margaret R. – Whiteness and Education, 2021
In this paper I present a qualitative study in which I investigated how socio-spatial dimensions of schooling influenced the ways four, white, nondisabled teacher candidates made meaning of whiteness and ability throughout their educational journeys. Drawing on literature exploring the socio-spatial dimensions of power and whiteness and ability as…
Descriptors: White Teachers, Preservice Teachers, Racial Attitudes, Power Structure
Beneke, Margaret R.; Love, Hailey R. – Teachers College Record, 2022
Background: In U.S. contexts, the language of "quality" early childhood education is widely invoked to evaluate the "goodness" of teaching and learning and is often leveraged in attempts to ameliorate inequities. Likewise, efforts to define and achieve generalizable conceptualizations of early childhood quality often guide what…
Descriptors: Disabilities, Critical Race Theory, Early Childhood Education, Attitudes toward Disabilities
Beneke, Margaret R.; Machado, Emily; Taitingfong, Jordan – Reading Research Quarterly, 2022
In this participatory case study, we explored the critical literacy practices of early-career early childhood teachers in a year-long inquiry group, examining how they collectively read school as text through DisCrit literacies. Bridging literature from Disability Critical Race Theory (DisCrit) and critical literacies scholarship, DisCrit…
Descriptors: Critical Literacy, Early Childhood Teachers, Early Childhood Education, Disabilities
