Subini Ancy Annamma
Biographic Data
| ID | 163326 |
|---|---|
| NAME | Subini Ancy Annamma |
| GIVEN NAMES | Subini Ancy |
| FAMILY NAME | Annamma |
| SIGNATURE | ANNAMMA S A |
| AFFILIATIONS | Stanford University |
| ORCID | 0000-0002-8744-6456 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 724 |
| WORKS AS AUTHOR | 30 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 12 |
Between Bridges
Through interviews with incarcerated Black male youth in Chicago, we examine how assumptions of black criminality obscure their academic potential. Despite schools building bridges to prison, these young men: (1) loved school, contrary to dominant narratives; (2) experienced trauma mischaracterized as behavioral problems; and (3) engaged their Black educational imagination (Dumas & Ross, Citation2016) to envision futures beyond confinement. We re…
DisCrit Mothering
What this special issue on disCrit Mothering cultivates is a path through breathtaking and breath making.the articles in this special issue were breathtaking in the description of violence and heartbreak endured by Black and Brown disabled children and their mothers. 1at times, reading the stories, particularly by the young people featured in this special issue including Emmy, Enrique, Giorgio, Kai, and Knox and also by the mothers, i felt a pres…
Critical Race Spatial Analysis
“When You Carry a Lot”
Context: The Crouse decision from 1838 laid precedent to the positioning of prisons as sites where education takes place. With a massive expansion of youth carceral facilities since then, alongside the prison-schools within them, we continually rely on prison-school spaces as places where youth are brought to experience education and punishment. While the wider population of youth who are incarcerated in the United States has significantly reduce…
FACTSHEET – Prison-Schools
“When We Come to Your Class … We Feel Not Like We're in Prison”
Education research increasingly conceptualizes how social interactions and contexts of public schools replicate practices found in prisons. Yet prison-schooling is often left out of education research. Concurrently, prison-schooling is where we educate a disproportionate amount of multiply marginalized youth, specifically disabled Girls of Color. The lack of attention to prison-schools has limited how teaching in youth carceral facilities can be …
Beyond Making a Statement
In this essay, two women of Color researchers examine the intersections of race and disability and ask, “What is the power and purpose of positioning and positionality statements?” Informed by Black feminist theory, and drawing from the DisCrit tenets of intersectional oppressions, historicity, and whiteness and ability as property, the authors focus on researchers’ positioning in relation to how they engage and communicate knowledge about multip…
Introduction to the Special Issue-Imagining Possible Futures
This article provides the introduction to a special issue of the Teachers College Record (TCR) “Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education”. We begin by revisiting the seven tenets of DisCrit and citing a truncated intellectual geneology. Next, we trace the importance of a TCR special issue recognizing the mutually constiutive oppressions of racism and ableism. We then briefly describe the power…
Solidarity Incarcerated
Context: Prison education has often been ignored in discussions of public education. When it has been included, Girls of Color are often eclipsed by larger populations of Boys of Color. Yet the routes disabled Girls of Color take to prisons are different from those of their male peers; Girls of Color become incarcerated for low-level offenses and often end up back in prison due to probation violations, meaning they have been punished more severel…
Performing color-evasiveness
Too Intersectional
DisCrit recognizes how racism and ableism are mutually constitutive by drawing on the simultaneity of oppression. Ableism and racism circulate in ways that reinforce normalcy as white, male, middle class, and cis-het. Said differently, ableism enables whiteness, consistently (re)orienting it as the norm, and concurrently ignoring when whiteness does not meet its own standards, resulting in the celebration of white mediocrity. Conversely, ableism …
Policy as Punishment and Distraction
Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racia…
From the Personal to the Global
This article serves as the introduction to a special edition of the Journal of Race, Ethnicity, and Education (REE) dedicated to Disability Critical Race Theory (DisCrit). We begin by sharing the seven tenets of in DisCrit, acknowledging our indebtedness to scholars of color who originally developed theories of intersectionality. Next, we discuss ways in which, from its original publication in REE (2013), DisCrit has gained traction as a theoreti…
Black families’ resistance to deficit positioning
Traditional conceptualizations of parent involvement are applied in paradoxical ways to Black families – schools ostensibly seek families’ participation in schooling, while positioning multiply-marginalized Black families as deficient and disregarding their contributions. This article explores the experiences of Black families of Black girls using a Disability Critical Race Theory (DisCrit) framing. Our exploration reveals how Black families expe…
Sharpening Justice Through DisCrit
Calls for justice-centered education approaches have gained traction over the years. Yet given the entrenched inequities that disproportionately harm multiply-marginalized students of color, it is evident that they remain incomplete. Using a specific incident as our launching point, we explore current conceptualizations of justice through a disability critical race theory (DisCrit) contrapuntal reading of four prolific intellectuals whose work is…
Animating Discipline Disparities through Debilitating Practices
Context Girls of Color are overrepresented in school disciplinary actions based on subjectively judged, minor infractions. Studies have consistently shown that this exclusionary discipline has long-lasting impact on Girls of Color and their educational outcomes, including increased risk for pushout and involvement in the criminal legal system. Focus of Study We sought to uncover the processes that animate the statistics of overrepre-sentation of …
DisCrit solidarity as curriculum studies and transformative praxis
Classroom and behaviour management are often touted as ways to build relationships in the classroom. Yet conceptions of classroom and behaviour management often focus on controlling or eradicating student behaviour; these carceral logics limit the ways educators can build classroom relationships focused on love and respect. Moreover, classroom and behaviour management are often rooted in punitive, top–down approaches wherein practices are dictate…
Black Girls and School Discipline
Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls’ exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate ana…
Transforming Our Mission
Teacher education programs often focus on developing teaching professionals and leaders committed to advocating for students, yet pervasive deficit mindsets reinforce and (re)produce societal inequities. In this paper, we outline why and how a turn towards justice in teacher education is an appropriate strategy to reduce harm and marginalization in contexts of K-12 schooling. We argue that a justice-grounded teacher education mission must be alig…
Disability Critical Race Theory
In this review, we explore how intersectionality has been engaged with through the lens of disability critical race theory (DisCrit) to produce new knowledge. In this chapter, we (1) trace the intellectual lineage for developing DisCrit, (2) review the body of interdisciplinary scholarship incorporating DisCrit to date, and (3) propose the future trajectories of DisCrit, noting challenges and tensions that have arisen. Providing new opportunities…
DisCrit Classroom Ecology
Mapping Consequential Geographies in the Carceral State
This article provides an innovative critical qualitative method framed in Disability Critical Race Theory (DisCrit) that mapped the experiences of those at the margins through a sociospatial dialectic. I first applied a sociospatial dialectic to the school-prison nexus. Next, I introduced Education Journey Mapping, a critical qualitative method that centered students of color with dis/abilities in the research process, as one way to rupture notio…
The Pedagogy of Pathologization
WINNER OF THE 2019 AESA CRITICS' CHOICE BOOK AWARD WINNER OF THE 2018 NATIONAL WOMEN'S STUDIES ASSOCIATION ALISON PIEPMEIER BOOK PRIZE Linking powerful first-person narratives with structural analysis, The Pedagogy of Pathologization explores the construction of criminal identities in schools via the intersections of race, disability, and gender. amid the prevalence of targeted mass incarceration. Focusing uniquely on the pathologization of femal…
Not enough
In this short paper, I will give examples of critiques of the new US administration members, including Devos, that are either practical critiques that highlight rights without justice or single axis critiques that hinge on one marginalized identity, both of which are necessary but not enough on their own. I conclude by calling for these arguments to address the underlying ideology that difference is deficit and naming the need for an intersection…
Conceptualizing color-evasiveness
Color-blind racial ideology has historically been conceptualized as an ideology wherein race is immaterial. Efforts not to ‘see’ race insinuate that recognizing race is problematic; therefore, scholars have identified and critiqued color-blindness ideology. In this paper, we first examine Gotanda’s (1991) identification and critique of color-blind racial ideology, as it was crucial in troubling white supremacy. We then explore literature in both …
Dis/ability critical race studies (DisCrit)
In this article, we combine aspects of Critical Race Theory (CRT) and Disability Studies (DS) to propose a new theoretical framework that incorporates a dual analysis of race and ability: Dis/ability Critical Race Studies, or DisCrit. We first examine some connections between the interdependent constructions of race and dis/ability in education and society in the United States and why we find it necessary to add another branch to Critical Race Th…
Conceptualizing color-evasiveness
Color-blind racial ideology has historically been conceptualized as an ideology wherein race is immaterial. Efforts not to ‘see’ race insinuate that recognizing race is problematic; therefore, scholars have identified and critiqued color-blindness ideology. In this paper, we first examine Gotanda’s (1991) identification and critique of color-blind racial ideology, as it was crucial in troubling white supremacy. We then explore literature in both …
Beyond Making a Statement
In this essay, two women of Color researchers examine the intersections of race and disability and ask, “What is the power and purpose of positioning and positionality statements?” Informed by Black feminist theory, and drawing from the DisCrit tenets of intersectional oppressions, historicity, and whiteness and ability as property, the authors focus on researchers’ positioning in relation to how they engage and communicate knowledge about multip…
Black Girls and School Discipline
Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls’ exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate ana…
DisCrit Classroom Ecology
Mapping Consequential Geographies in the Carceral State
This article provides an innovative critical qualitative method framed in Disability Critical Race Theory (DisCrit) that mapped the experiences of those at the margins through a sociospatial dialectic. I first applied a sociospatial dialectic to the school-prison nexus. Next, I introduced Education Journey Mapping, a critical qualitative method that centered students of color with dis/abilities in the research process, as one way to rupture notio…
Disrupting the carceral state through education journey mapping
The School-to-Prison Pipeline is an alarming trend of funneling children of color out of schools and into incarceration. Yet the focus on the Pipeline neglects the ways society is imbued with a commitment to criminalizing unwanted bodies. In this empirical article I foreground a spatial analysis, making connections to the socio-spatial dialectic, exploring the nature of the Pipeline within a carceral state, and establishing who is vulnerable to s…
Whiteness as Property
Challenging the ideology of normal in schools
In this article, we build on Brantlinger's work to critique the binary of normal and abnormal applied in US schools that create inequities in education. Operating from a critical perspective, we draw from Critical Race Theory, Disability Studies in Education, and Cultural/Historical Activity Theory to build a conceptual framework for examining the prevailing ideology of normal found in US schools. We use our conceptual framework to deconstruct th…
Black families’ resistance to deficit positioning
Traditional conceptualizations of parent involvement are applied in paradoxical ways to Black families – schools ostensibly seek families’ participation in schooling, while positioning multiply-marginalized Black families as deficient and disregarding their contributions. This article explores the experiences of Black families of Black girls using a Disability Critical Race Theory (DisCrit) framing. Our exploration reveals how Black families expe…
DisCrit solidarity as curriculum studies and transformative praxis
Classroom and behaviour management are often touted as ways to build relationships in the classroom. Yet conceptions of classroom and behaviour management often focus on controlling or eradicating student behaviour; these carceral logics limit the ways educators can build classroom relationships focused on love and respect. Moreover, classroom and behaviour management are often rooted in punitive, top–down approaches wherein practices are dictate…
Transforming Our Mission
Teacher education programs often focus on developing teaching professionals and leaders committed to advocating for students, yet pervasive deficit mindsets reinforce and (re)produce societal inequities. In this paper, we outline why and how a turn towards justice in teacher education is an appropriate strategy to reduce harm and marginalization in contexts of K-12 schooling. We argue that a justice-grounded teacher education mission must be alig…
Sharpening Justice Through DisCrit
Calls for justice-centered education approaches have gained traction over the years. Yet given the entrenched inequities that disproportionately harm multiply-marginalized students of color, it is evident that they remain incomplete. Using a specific incident as our launching point, we explore current conceptualizations of justice through a disability critical race theory (DisCrit) contrapuntal reading of four prolific intellectuals whose work is…
Performing color-evasiveness
From the Personal to the Global
This article serves as the introduction to a special edition of the Journal of Race, Ethnicity, and Education (REE) dedicated to Disability Critical Race Theory (DisCrit). We begin by sharing the seven tenets of in DisCrit, acknowledging our indebtedness to scholars of color who originally developed theories of intersectionality. Next, we discuss ways in which, from its original publication in REE (2013), DisCrit has gained traction as a theoreti…
Not enough
In this short paper, I will give examples of critiques of the new US administration members, including Devos, that are either practical critiques that highlight rights without justice or single axis critiques that hinge on one marginalized identity, both of which are necessary but not enough on their own. I conclude by calling for these arguments to address the underlying ideology that difference is deficit and naming the need for an intersection…
Gazing into the Mirror
In order to understand the social construction of racial identity in adoptees, this paper utilizes the analysis of counter-narratives from Critical Race Theory to examine competing messages sent to adoptees by the adoptive family and society at large. By analyzing counter-narratives collected from both adoptees and adoptive parents, this study explores how the family and larger society influence racial identity development. The findings suggest a…
Dis/ability critical race studies (DisCrit)
In this article, we combine aspects of Critical Race Theory (CRT) and Disability Studies (DS) to propose a new theoretical framework that incorporates a dual analysis of race and ability: Dis/ability Critical Race Studies, or DisCrit. We first examine some connections between the interdependent constructions of race and dis/ability in education and society in the United States and why we find it necessary to add another branch to Critical Race Th…
Challenging the ideology of normal in schools
In this article, we build on Brantlinger's work to critique the binary of normal and abnormal applied in US schools that create inequities in education. Operating from a critical perspective, we draw from Critical Race Theory, Disability Studies in Education, and Cultural/Historical Activity Theory to build a conceptual framework for examining the prevailing ideology of normal found in US schools. We use our conceptual framework to deconstruct th…
Whiteness as Property
Conceptualizing color-evasiveness
Color-blind racial ideology has historically been conceptualized as an ideology wherein race is immaterial. Efforts not to ‘see’ race insinuate that recognizing race is problematic; therefore, scholars have identified and critiqued color-blindness ideology. In this paper, we first examine Gotanda’s (1991) identification and critique of color-blind racial ideology, as it was crucial in troubling white supremacy. We then explore literature in both …
Disrupting the carceral state through education journey mapping
The School-to-Prison Pipeline is an alarming trend of funneling children of color out of schools and into incarceration. Yet the focus on the Pipeline neglects the ways society is imbued with a commitment to criminalizing unwanted bodies. In this empirical article I foreground a spatial analysis, making connections to the socio-spatial dialectic, exploring the nature of the Pipeline within a carceral state, and establishing who is vulnerable to s…
The Pedagogy of Pathologization
WINNER OF THE 2019 AESA CRITICS' CHOICE BOOK AWARD WINNER OF THE 2018 NATIONAL WOMEN'S STUDIES ASSOCIATION ALISON PIEPMEIER BOOK PRIZE Linking powerful first-person narratives with structural analysis, The Pedagogy of Pathologization explores the construction of criminal identities in schools via the intersections of race, disability, and gender. amid the prevalence of targeted mass incarceration. Focusing uniquely on the pathologization of femal…
Not enough
In this short paper, I will give examples of critiques of the new US administration members, including Devos, that are either practical critiques that highlight rights without justice or single axis critiques that hinge on one marginalized identity, both of which are necessary but not enough on their own. I conclude by calling for these arguments to address the underlying ideology that difference is deficit and naming the need for an intersection…
Disability Critical Race Theory
In this review, we explore how intersectionality has been engaged with through the lens of disability critical race theory (DisCrit) to produce new knowledge. In this chapter, we (1) trace the intellectual lineage for developing DisCrit, (2) review the body of interdisciplinary scholarship incorporating DisCrit to date, and (3) propose the future trajectories of DisCrit, noting challenges and tensions that have arisen. Providing new opportunities…
DisCrit Classroom Ecology
Mapping Consequential Geographies in the Carceral State
This article provides an innovative critical qualitative method framed in Disability Critical Race Theory (DisCrit) that mapped the experiences of those at the margins through a sociospatial dialectic. I first applied a sociospatial dialectic to the school-prison nexus. Next, I introduced Education Journey Mapping, a critical qualitative method that centered students of color with dis/abilities in the research process, as one way to rupture notio…
DisCrit solidarity as curriculum studies and transformative praxis
Classroom and behaviour management are often touted as ways to build relationships in the classroom. Yet conceptions of classroom and behaviour management often focus on controlling or eradicating student behaviour; these carceral logics limit the ways educators can build classroom relationships focused on love and respect. Moreover, classroom and behaviour management are often rooted in punitive, top–down approaches wherein practices are dictate…
Black Girls and School Discipline
Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls’ exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate ana…
Transforming Our Mission
Teacher education programs often focus on developing teaching professionals and leaders committed to advocating for students, yet pervasive deficit mindsets reinforce and (re)produce societal inequities. In this paper, we outline why and how a turn towards justice in teacher education is an appropriate strategy to reduce harm and marginalization in contexts of K-12 schooling. We argue that a justice-grounded teacher education mission must be alig…
Animating Discipline Disparities through Debilitating Practices
Context Girls of Color are overrepresented in school disciplinary actions based on subjectively judged, minor infractions. Studies have consistently shown that this exclusionary discipline has long-lasting impact on Girls of Color and their educational outcomes, including increased risk for pushout and involvement in the criminal legal system. Focus of Study We sought to uncover the processes that animate the statistics of overrepre-sentation of …
Too Intersectional
DisCrit recognizes how racism and ableism are mutually constitutive by drawing on the simultaneity of oppression. Ableism and racism circulate in ways that reinforce normalcy as white, male, middle class, and cis-het. Said differently, ableism enables whiteness, consistently (re)orienting it as the norm, and concurrently ignoring when whiteness does not meet its own standards, resulting in the celebration of white mediocrity. Conversely, ableism …
Policy as Punishment and Distraction
Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racia…
From the Personal to the Global
This article serves as the introduction to a special edition of the Journal of Race, Ethnicity, and Education (REE) dedicated to Disability Critical Race Theory (DisCrit). We begin by sharing the seven tenets of in DisCrit, acknowledging our indebtedness to scholars of color who originally developed theories of intersectionality. Next, we discuss ways in which, from its original publication in REE (2013), DisCrit has gained traction as a theoreti…
Black families’ resistance to deficit positioning
Traditional conceptualizations of parent involvement are applied in paradoxical ways to Black families – schools ostensibly seek families’ participation in schooling, while positioning multiply-marginalized Black families as deficient and disregarding their contributions. This article explores the experiences of Black families of Black girls using a Disability Critical Race Theory (DisCrit) framing. Our exploration reveals how Black families expe…
Sharpening Justice Through DisCrit
Calls for justice-centered education approaches have gained traction over the years. Yet given the entrenched inequities that disproportionately harm multiply-marginalized students of color, it is evident that they remain incomplete. Using a specific incident as our launching point, we explore current conceptualizations of justice through a disability critical race theory (DisCrit) contrapuntal reading of four prolific intellectuals whose work is…
Introduction to the Special Issue-Imagining Possible Futures
This article provides the introduction to a special issue of the Teachers College Record (TCR) “Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education”. We begin by revisiting the seven tenets of DisCrit and citing a truncated intellectual geneology. Next, we trace the importance of a TCR special issue recognizing the mutually constiutive oppressions of racism and ableism. We then briefly describe the power…
Solidarity Incarcerated
Context: Prison education has often been ignored in discussions of public education. When it has been included, Girls of Color are often eclipsed by larger populations of Boys of Color. Yet the routes disabled Girls of Color take to prisons are different from those of their male peers; Girls of Color become incarcerated for low-level offenses and often end up back in prison due to probation violations, meaning they have been punished more severel…
Performing color-evasiveness
Critical Race Spatial Analysis
“When You Carry a Lot”
Context: The Crouse decision from 1838 laid precedent to the positioning of prisons as sites where education takes place. With a massive expansion of youth carceral facilities since then, alongside the prison-schools within them, we continually rely on prison-school spaces as places where youth are brought to experience education and punishment. While the wider population of youth who are incarcerated in the United States has significantly reduce…
Sociology (28 works) · Critical Race Theory in Education (22 works) · Education Discipline and Inequality (21 works) · Gender Studies (18 works) · Pedagogy (15 works) · Political science (15 works) · Psychology (15 works) · Critical race theory (13 works) · Criminology (12 works) · Social science (12 works)