Saili S Kulkarni
Biographic Data
| ID | 814834 |
|---|---|
| NAME | Saili S Kulkarni |
| GIVEN NAMES | Saili S |
| FAMILY NAME | Kulkarni |
| SIGNATURE | KULKARNI S S |
| AFFILIATIONS | San Jose State University |
| ORCID | 0000-0001-8133-7980 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
The role of intersectionality in research on Teachers of Color and Indigenous Teachers
This paper emphasizes the complexity and criticality of intersectionality in understanding the research on Teachers of Color and Indigenous Teachers (TOCIT). Cho and colleagues (2013) identified three dimensions of intersectional dialogues: how intersectionality has been used in research and teaching, how it has been used as a theory and methodology, and how it has been used in community organizations. As Cho and colleagues noted, equally as impo…
Research on Teachers of Color and Indigenous Teachers: Developing and fortifying policies that diversify the educator workforce
This special issue expands upon the Handbook of Research on Teachers of Color and Indigenous Teachers (Gist & Bristol, 2022a) and the practitioner-focused Phi Delta Kappan special issue, “Learning from the Voices of Black, Indigenous and People of Color Educators: Charting New Directions for Research, Policy, and Practice” (Gist & Bristol, 2021). The co-created articles in this special issue highlight the combined expertise of policy makers and e…
Understanding early childhood stakeholders' beliefs and experiences with discipline using virtual learning labs
Young children of colour with disabilities have experienced more exclusionary practices in educational settings. Given the fast-growing number of students of colour across classrooms in the United States, and approximately 1 in 6 students identified with disabilities in public schools, it is important to pay attention to why exclusionary discipline is disproportionately used at school. Understanding views from different stakeholders on exclusiona…
(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…
Teachers of Color Implementing Restorative Justice Practices in Elementary Classrooms: A DisCrit Analysis
This article provides case studies of two elementary school teachers of color who enact restorative justice practices in their classrooms, which include students of color with disabilities. Although the positive effects of restorative justice practices has been well-documented for general education classrooms, less is known about how restorative justice interacts with disability justice and accounts for disability and difference. Additionally, th…
DisCrit at the margins of teacher education: Informing curriculum, visibilization, and disciplinary integration
Teacher education is polarized. Traditionalists tend to center core practices, while justice-oriented scholars center ideologies embedded within our practices. Both, however, must consider how practices and ideologies can operate interdependently to disrupt inequity and cultivate agency among all students. Drawing on an intersectionally-aligned theory, DisCrit, we argue that practices and the ideologies they embody can be problematized vis-à-vis …
Special education teachers of color and their beliefs about dis/ability and race: Counter-stories of smartness and goodness
Teacher beliefs about race and dis/ability11 Like several authors, I use dis/ability to “call attention to ways in which the latter overwhelmingly signals a specific inability to perform culturally-defined expected tasks (such as learning or walking) that come to define the individual as primarily and generally ‘unable’ to navigate society ... The ‘/’ in dis/ability disrupts misleading understandings of dis/ability, as it simultaneously conveys t…
Ensuring inclusive environments for students with disabilities: School leaders play a linchpin role
Inclusion refers to the practice of educating students with disabilities in the general education setting. This concept stems from the seminal United States Congressional legislation PL 94-142, and its subsequent reauthorised amendments, which mandate that students with disabilities be educated in the general education setting with their ‘non-disabled’ peers to the maximum extent possible. IDEIA’s legal mandates underscore the stark reality of di…
Special education teachers of color and their beliefs about dis/ability and race: Counter-stories of smartness and goodness
Teacher beliefs about race and dis/ability11 Like several authors, I use dis/ability to “call attention to ways in which the latter overwhelmingly signals a specific inability to perform culturally-defined expected tasks (such as learning or walking) that come to define the individual as primarily and generally ‘unable’ to navigate society ... The ‘/’ in dis/ability disrupts misleading understandings of dis/ability, as it simultaneously conveys t…
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…
DisCrit at the margins of teacher education: Informing curriculum, visibilization, and disciplinary integration
Teacher education is polarized. Traditionalists tend to center core practices, while justice-oriented scholars center ideologies embedded within our practices. Both, however, must consider how practices and ideologies can operate interdependently to disrupt inequity and cultivate agency among all students. Drawing on an intersectionally-aligned theory, DisCrit, we argue that practices and the ideologies they embody can be problematized vis-à-vis …
Ensuring inclusive environments for students with disabilities: School leaders play a linchpin role
Inclusion refers to the practice of educating students with disabilities in the general education setting. This concept stems from the seminal United States Congressional legislation PL 94-142, and its subsequent reauthorised amendments, which mandate that students with disabilities be educated in the general education setting with their ‘non-disabled’ peers to the maximum extent possible. IDEIA’s legal mandates underscore the stark reality of di…
Ensuring inclusive environments for students with disabilities: School leaders play a linchpin role
Inclusion refers to the practice of educating students with disabilities in the general education setting. This concept stems from the seminal United States Congressional legislation PL 94-142, and its subsequent reauthorised amendments, which mandate that students with disabilities be educated in the general education setting with their ‘non-disabled’ peers to the maximum extent possible. IDEIA’s legal mandates underscore the stark reality of di…
Teachers of Color Implementing Restorative Justice Practices in Elementary Classrooms: A DisCrit Analysis
This article provides case studies of two elementary school teachers of color who enact restorative justice practices in their classrooms, which include students of color with disabilities. Although the positive effects of restorative justice practices has been well-documented for general education classrooms, less is known about how restorative justice interacts with disability justice and accounts for disability and difference. Additionally, th…
DisCrit at the margins of teacher education: Informing curriculum, visibilization, and disciplinary integration
Teacher education is polarized. Traditionalists tend to center core practices, while justice-oriented scholars center ideologies embedded within our practices. Both, however, must consider how practices and ideologies can operate interdependently to disrupt inequity and cultivate agency among all students. Drawing on an intersectionally-aligned theory, DisCrit, we argue that practices and the ideologies they embody can be problematized vis-à-vis …
Special education teachers of color and their beliefs about dis/ability and race: Counter-stories of smartness and goodness
Teacher beliefs about race and dis/ability11 Like several authors, I use dis/ability to “call attention to ways in which the latter overwhelmingly signals a specific inability to perform culturally-defined expected tasks (such as learning or walking) that come to define the individual as primarily and generally ‘unable’ to navigate society ... The ‘/’ in dis/ability disrupts misleading understandings of dis/ability, as it simultaneously conveys t…
(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…
The role of intersectionality in research on Teachers of Color and Indigenous Teachers
This paper emphasizes the complexity and criticality of intersectionality in understanding the research on Teachers of Color and Indigenous Teachers (TOCIT). Cho and colleagues (2013) identified three dimensions of intersectional dialogues: how intersectionality has been used in research and teaching, how it has been used as a theory and methodology, and how it has been used in community organizations. As Cho and colleagues noted, equally as impo…
Research on Teachers of Color and Indigenous Teachers: Developing and fortifying policies that diversify the educator workforce
This special issue expands upon the Handbook of Research on Teachers of Color and Indigenous Teachers (Gist & Bristol, 2022a) and the practitioner-focused Phi Delta Kappan special issue, “Learning from the Voices of Black, Indigenous and People of Color Educators: Charting New Directions for Research, Policy, and Practice” (Gist & Bristol, 2021). The co-created articles in this special issue highlight the combined expertise of policy makers and e…
Understanding early childhood stakeholders' beliefs and experiences with discipline using virtual learning labs
Young children of colour with disabilities have experienced more exclusionary practices in educational settings. Given the fast-growing number of students of colour across classrooms in the United States, and approximately 1 in 6 students identified with disabilities in public schools, it is important to pay attention to why exclusionary discipline is disproportionately used at school. Understanding views from different stakeholders on exclusiona…
Pedagogy (9 works) · Sociology (9 works) · Gender Studies (6 works) · Political science (6 works) · Psychology (5 works) · Teacher Education and Leadership Studies (5 works) · Critical race theory (4 works) · Critical Race Theory in Education (4 works) · Disability Education and Employment (4 works) · Education Discipline and Inequality (4 works)