"Ain't nobody gonna get me down": An Examination of the Educational Experiences of Four African American Women Labeled With Disabilities

This study used qualitative research methods to explore the educational experiences of four African American women with disabilities, revealing how each participant developed a critical consciousness in response to the dominant ideology surrounding the discourses of African American, woman, and disa...

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Published in:Equity & excellence in education 2009-01, Vol.42 (4), p.428-442
Main Author: Petersen, Amy J.
Format: Article
Language:English
Subjects:
African Americans
Attitudes toward Disabilities
College Students
Disabilities
Educational Experience
Equal Education
Females
Gender Issues
Ideology
Psychological Patterns
Racial Factors
Resistance (Psychology)
Social Attitudes
Social Justice
Student Experience
Thinking Skills
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container_title Equity & excellence in education
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creator Petersen, Amy J.
description This study used qualitative research methods to explore the educational experiences of four African American women with disabilities, revealing how each participant developed a critical consciousness in response to the dominant ideology surrounding the discourses of African American, woman, and disabled. The development of a critical consciousness led participants to counter the oppressive nature of their educational experiences by engaging in acts of resistance. Recommendations are made with regard to how K-18 educators might support and capitalize upon students' critical consciousness to facilitate equitable classroom communities.
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identifier ISSN: 1066-5684
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source ERIC; Taylor and Francis Social Sciences and Humanities Collection
subjects African Americans
Attitudes toward Disabilities
College Students
Disabilities
Educational Experience
Equal Education
Females
Gender Issues
Ideology
Psychological Patterns
Racial Factors
Resistance (Psychology)
Social Attitudes
Social Justice
Student Experience
Thinking Skills
title "Ain't nobody gonna get me down": An Examination of the Educational Experiences of Four African American Women Labeled With Disabilities
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