2018/04/03 by Subini Ancy Annamma, Subini Annamma, Deb Morrison · 1 citation
Social Sciences · #Critical Race Theory in Education #Education Discipline and Inequality #Teacher Education and Leadership Studies
paper · doi:10.1080/10665684.2018.1496047
openalex publication_date 2018/04/03 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/10
In this critical theoretical conceptualization situated in Disability Critical Race Theory (Annamma, Connor, & Ferri, 2013), we identify the current education system as a series of dysfunctional education ecologies. We next analyze how dysfunctional education ecologies are maintained through implicit bias, consider how these biases may impact classroom interactions, and reframe bias as dysconscious racism (King, 1991). Finally, we explore how school personnel can use transformative praxis (Freire, 1970) to actively dismantle these dysfunctional education ecologies through a shift in both their epistemological and axiological commitments to develop functional ecologies of learning by enacting a DisCrit Classroom Ecology.