TCR has played a vital role in the development of DSE, helping establish it as a formalized field of study that continues to grow and develop. In this brief commentary, we attempt to capture the scope and broad thematics of DSE scholarship published in TCR from foundational articles to more recent work, as DSE continues to grow and expand, particularly in terms of interdisciplinary and intersectional commitments.
AnnammaS.FerriB. A.ConnorD. J. (2022). Imagining possible futures: Disability critical race theory as a lever for praxis in education [Special issue]. Teachers College Record, 124(7).
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BaglieriS.BejoianL. M.BroderickA. A.ConnorD. J.ValleJ. (2011a). Inviting interdisciplinary alliances around inclusive educational reform. Teachers College Record, 113(10).
3.
AnnammaS. A.HandyT. (2023) DisCrit solidarity as curriculum studies and transformative praxis. In ParekhG.ErevellesN. (Eds.), Disability as meta curriculum: Epistemologies, ontologies, and transformative praxis (pp. 86–107). Routledge.
4.
AnnammaS. A.HandyT.MillerA. L.JacksonE. (2020). Animating discipline disparities through debilitating practices: Girls of color and inequitable classroom interactions. Teachers College Record, 122(5), 1–46
5.
AnnammaS.MorrisonD. (2018). DisCrit classroom ecology: Using praxis to dismantle dysfunctional education ecologies. Teaching and Teacher Education, 73, 70–80.
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AhramR.FergusE.NogueraP. (2011). Addressing racial/ethnic disproportionality in special education: Case studies of suburban school districts. Teachers College Record, 113(10), 2233–2266.
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BaglieriS.BejoianL. M.BroderickA. A.ConnorD. J.ValleJ. (2011b). [Re]claiming “inclusive education” toward cohesion in educational reform: Disability studies unravels the myth of the normal child. Teachers College Record, 113(10), 2122–2154.
8.
BakerB. (2002). The hunt for disability: The new eugenics and the normalization of school children. Teachers College Record, 104(4), 663–703.
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BenekeM. R.LoveH. R. (2022). A DisCrit analysis of quality in early childhood: Toward pedagogies of wholeness, access, and interdependence. Teachers College Record, 124(12), 192–219.
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BenekeM. R.SiutyM. B.HandyT. (2022). Emotional geographies of exclusion: Whiteness and ability in teacher education research. Teachers College Record, 124(7), 105–130.
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CabralB.AnnammaS. A.LeA.HarveyB.WilmotJ. M.MorganJ. (2022). Solidarity incarcerated: Building authentic relationships with girls of color in youth prisons. Teachers College Record, 124(7), 174–200.
12.
CabralB.AnnammaS. A.MorganJ. (2023). “When you carry a lot”: The forgotten spaces of youth prison schooling for incarcerated disabled girls of color. Teachers College Record. https://doi.org/10.1177/01614681231181816
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Cioè-PeñaM. (2021). From pedagogies to research: Engaging with culturally and linguistically diverse families of students with dis/abilities. Teachers College Record, 123(12), 38–66.
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ClarkC. T.ChrismanA.LewisS. G. (2022). (Un)standardizing emotions: An ethical critique of social and emotional learning standards. Teachers College Record, 124(7), 131–149.
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CraftE.HowleyA. (2018). African American students’ experiences in special education programs. Teachers College Record, 120(10), 1–35.
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DanforthS. (2018). Disability in the family: John and Alice Dewey raising their son, Sabino. Teachers College Record, 120(2), 1–30.
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ErevellesN. (2011). “Coming out crip” in inclusive education. Teachers College Record, 113(10), 2155–2185.
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FerriB. A. (2011). Disability life writing and the politics of knowing. Teachers College Record, 113(10), 2267–2282.
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FerriB. A.ConnorD. (2005). Tools of exclusion: Race, disability and (re)segregated education. Teachers College Record, 107(3), 453–474.
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FreedmanJ.FerriB. A. (2017). Locating the problem within: Race, learning disabilities, and science. Teachers College Record, 119(5), 1–28.
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HinesD. E.KingR.FordD. Y. (2018). Black students in handcuffs: Addressing racial disproportionality in school discipline for students with dis/abilities. Teachers College Record, 120(13), 1–24.
22.
KliewerC.BiklenD. (2007). Enacting literacy: Local understanding, significant disability, and a new frame for educational opportunity. Teachers College Record, 109(12), 2579–2600.
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KlingnerJ. K.HarryB. (2006). The special education referral and decision-making process for English language learners: Child study team meetings and placement conferences. Teachers College Record, 108(11), 2247–2281.
24.
LeonardoZ.BroderickA. A. (2011). Smartness as property: A critical exploration of intersections between whiteness and disability studies. Teachers College Record, 113(10), 2206–2232.
25.
LockeM. A.GuzmanV.HallaranA. E.ArciniegasM.FriedmanT. E.BritoA. (2022). Counternarratives as DisCrit praxis: Disrupting classroom master narratives through imagined composite stories. Teachers College Record, 124(7), 150–173.
26.
MirelesD. (2022). Theorizing racist ableism in higher education. Teachers College Record, 124(7), 17–50.
27.
NaraianS. (2014). Agency in real time? Situating teachers’ efforts toward inclusion in the context of local and enduring struggles. Teachers College Record, 116(6), 1–38.
28.
ParkS. (2020). Demystifying disproportionality: Exploring educator beliefs about special education referrals for English learners. Teachers College Record, 122(5), 1–40.
29.
Perouse-HarveyE. (2022). Seeing the unseen: Applying intersectionality and disability critical race theory (DisCrit) frameworks in preservice teacher education. Teachers College Record, 124(7), 51–81.
30.
Schwitzman-GerstT. (2022). “We still miss some of them”: A DisCrit analysis of the role of two 4-year Hispanic serving institutions in racially diversifying the K–12 teaching force. Teachers College Record, 124(7), 82–104.
31.
SongY.FreedmanJ. E. (2022). The construction and embodiment of dis/ability for North Korean refugees living in South Korea. Teachers College Record, 124(7), 201–220.
32.
TeferaA. A.Siegel-HawleyG.SjogrenA. L. (2022). The (In)visibility of race in school discipline across urban, suburban, and exurban contexts. Teachers College Record, 124(4), 151–179.
33.
TeferaA. A.VoulgaridesC. K. (2016). Is educational policy alleviating or perpetuating the racialization of disabilities? An examination of “Big-P” and “little-p” policies. Teachers College Record, 118(14), 1–24.
34.
ValleJ.ConnorD. J.BroderickA. A.BejoianL. M.BaglieriS. (2011). Creating alliances against exclusivity: A pathway to inclusive educational reform. Teachers College Record, 113(10), 2283–2308.
35.
WaitollerF. R.PazeyB. L. (2016). Examining competing notions of social justice at the intersections of high-stakes testing practices and parents’ rights: An inclusive education perspective. Teachers College Record, 118(14), 1–24.
36.
ZionS.BlanchettW. (2011). [Re]conceptualizing inclusion: Can critical race theory and interest convergence be utilized to achieve inclusion and equity for African American students?Teachers College Record, 113(10), 2186–2205.
