Contextualizing Critical Race Theory Through a DisCrit Lens: A Prismatic Examination of Teaching and Dis/Ability

Abstract

In contextualizing critical race theory (CRT), this chapter utilized prismatic inquiry to analyze a researcher–participant's story at different levels in education through a DisCrit lens, offering the “what, why, and how” of DisCrit as an analytical tool important to the everyday lives of educators and students. Using prismatic inquiry and a DisCrit lens, the anecdotal experiences of an educator were gathered, transcribed, examined, and analyzed. Lessons from this educator's experiences that emerged were aligned to existing research literature, viewed and further analyzed through a DisCrit lens, and synthesized to offer insights in improving the training of current and future educators, classroom teachers, and school leaders.

Citation

Maghzi, K.S. and Fisher, M.E. (2023), "Contextualizing Critical Race Theory Through a DisCrit Lens: A Prismatic Examination of Teaching and Dis/Ability", Lalas, J.W. and Strikwerda, H.L. (Ed.) Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective (International Perspectives on Inclusive Education, Vol. 22), Emerald Publishing Limited, Leeds, pp. 141-161. https://doi.org/10.1108/S1479-363620230000022008