Lydia X Z Brown
Biographic Data
| ID | 4195271 |
|---|---|
| NAME | Lydia X Z Brown |
| GIVEN NAMES | Lydia X Z |
| FAMILY NAME | Brown |
| SIGNATURE | BROWN L X Z |
| AFFILIATIONS | Georgetown University |
| ORCID | 0000-0001-7949-7643 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Visioning Alternatives to Segregated Education: A Disability Justice and Access-Centered Pedagogy Approach
In the United States, as in most of the Global North, disability has historically been regarded as a deficit, requiring clinical intervention, professional oversight, and special schooling. This ideology, referred to as ableism, is linked with settler colonialism and the matrix of oppression that upholds racial capitalism. The aims of this paper are twofold: First, we examine the correlation among normative whiteness, racialized exploitation, and…
(Re)centering the Knowledge of Disabled Activists, Poverty Scholars, and Community Scholars of Color to Transform Education
This duoethnography weaves the experiences and perspectives of disabled activists, poverty scholars, community scholars of color, and university-based scholars partnering on a teacher preparation professional development project that (re)centers disability and its intersections by (a) reconsidering who creates knowledge, (b) positioning disabled activists, poverty scholars, and community scholars of color as experts with pedagogical authority, an…
Toward disability-centered, culturally sustaining pedagogies in teacher education
Teacher education in the United States operates within the same politically polarized and tense contexts as schools. Research predominantly relies on the voices and experiences of scholars and professionals, despite the importance of community-engaged pedagogies and learning approaches. Collective work that bridges the roles of scholars and community activists requires a shift in how teacher education is conceptualized for a new generation of int…
Toward disability-centered, culturally sustaining pedagogies in teacher education
Teacher education in the United States operates within the same politically polarized and tense contexts as schools. Research predominantly relies on the voices and experiences of scholars and professionals, despite the importance of community-engaged pedagogies and learning approaches. Collective work that bridges the roles of scholars and community activists requires a shift in how teacher education is conceptualized for a new generation of int…
Visioning Alternatives to Segregated Education: A Disability Justice and Access-Centered Pedagogy Approach
In the United States, as in most of the Global North, disability has historically been regarded as a deficit, requiring clinical intervention, professional oversight, and special schooling. This ideology, referred to as ableism, is linked with settler colonialism and the matrix of oppression that upholds racial capitalism. The aims of this paper are twofold: First, we examine the correlation among normative whiteness, racialized exploitation, and…
(Re)centering the Knowledge of Disabled Activists, Poverty Scholars, and Community Scholars of Color to Transform Education
This duoethnography weaves the experiences and perspectives of disabled activists, poverty scholars, community scholars of color, and university-based scholars partnering on a teacher preparation professional development project that (re)centers disability and its intersections by (a) reconsidering who creates knowledge, (b) positioning disabled activists, poverty scholars, and community scholars of color as experts with pedagogical authority, an…
Toward disability-centered, culturally sustaining pedagogies in teacher education
Teacher education in the United States operates within the same politically polarized and tense contexts as schools. Research predominantly relies on the voices and experiences of scholars and professionals, despite the importance of community-engaged pedagogies and learning approaches. Collective work that bridges the roles of scholars and community activists requires a shift in how teacher education is conceptualized for a new generation of int…
Visioning Alternatives to Segregated Education: A Disability Justice and Access-Centered Pedagogy Approach
In the United States, as in most of the Global North, disability has historically been regarded as a deficit, requiring clinical intervention, professional oversight, and special schooling. This ideology, referred to as ableism, is linked with settler colonialism and the matrix of oppression that upholds racial capitalism. The aims of this paper are twofold: First, we examine the correlation among normative whiteness, racialized exploitation, and…
Disability Education and Employment (3 works) · Disability studies (3 works) · Gender Studies (3 works) · Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Critical race theory (2 works) · Critical Race Theory in Education (2 works) · Education Discipline and Inequality (2 works) · Law (2 works)