Abstract:

In the wake of university curriculum policy modifications necessitating a shift from multicultural to ethnic studies and social justice perspectives, this presentation explores the reconfiguration of an undergraduate special education course. While multicultural education embraces diversity across a range of cultural identities, it may not sufficiently cater to the distinct learning needs and experiences of students from marginalized ethnic backgrounds and those with disabilities (Sleeter, 1992; Gorski & Dalton, 2020).

This presentation introduces the transformation of a multicultural/diversity/education course into an ethnic studies and social justice model. This shift relies on the Disability Critical Race Theory (DisCrit) framework (Annamma, Ferri, & Connor, 2018) to explore the intersectionality of race and disability, the analysis of the school-to-prison pipeline (Meiners, 2011; Hines, 2021), and the cultural politics of ability (Artiles, 2011; Goodley & Runswick-Cole, 2016). The remodeled course situates special education within a wider socio-political and historical context, seeking to cultivate a critical consciousness among future educators that aligns with the values of educational equity and social justice.

Our discussion further elaborates on the potential impacts of this pedagogical shift on teacher preparation in special education, including changes in teaching practices, attitudes, and outcomes for students of color with disabilities. The presentation concludes with suggestions for effectively integrating ethnic studies and social justice into teacher preparation programs based on a review of current research.

Keywords:

Multicultural education, special education, teacher preparation, ethnic studies, social justice.